About this course

Learning Objectives

• Describe the differences between low-tech, mid-tech, and high-tech AAC systems.
• Identify possible benefits and risks in the application of AAC in schools.
• Describe the pattern of negative reinforcement as it applies to the use of AAC in schools.
• List 2-3 entry-level verbal communication goals for the school setting.

Learning Levels

• All Levels

Course Instructor(s)

• 

  Taylor Hicks-Hoste, Ph.D., LP, NCSP

  Psychologist

  Taylor Hicks-Hoste is a licensed psychologist (LP) in the states of Michigan and California, as well as a Nationally Certified School Psychologist (NCSP). She received her Ph.D. in school psychology from Michigan State University. Her professional experiences span across both school and clinic settings. As a school psychologist, she has serviced students, families and teachers, grades preschool through twelfth grade. She has also worked as a countywide behavioral health consultant, in which she has partnered with local districts in the promotion of mental health awareness and in the direct provision of school-based mental health supports to students. Taylor’s clinical work at Thriving Minds in Michigan includes the treatment of children, teens, and families with an emphasis on anxiety-based disorders such as selective mutism, social anxiety, separation anxiety, and school refusal. She is the director of Confident Kids Advanced Camp, an intensive group treatment summer program for youth with selective mutism. Additionally, Taylor currently serves on the SMA Board of Directors and is the upcoming president elect.

• 

  Emily R. Laracy, M.A., M.S., CCC-SLP

  Speech Language Pathologist

  Emily (Doll) Laracy, M.A., M.S., CCC-SLP is a school-based speech-language pathologist who works with students in grades K-5 in regular education, learning support, emotional support, partial hospitalization, autistic support, and homebound settings. Her caseload includes students with many comorbid diagnoses including generalized anxiety disorder, social anxiety, specific phobias, selective mutism, and other mental health and learning disorders. She has participated as a consultant and clinician in treating many cases of selective mutism ranging from preschoolers to high school students. Her current research interests include the effects of psychological factors, such as anxiety, on children’s speech and language skills as well as the impact of parent language on children’s communication development. She is the author of “Treating Selective Mutism as a Speech-Language Pathologist” as well as several webinars, articles, and podcasts on this topic, and serves as the secretary and speech pathologist representative on the Selective Mutism Association Board of Directors.

• 

  Katelyn Reed, MS

  Limited Licensed Psychologist, Selective Mutism Program Director

  Katelyn Reed, M.S. is a Limited Licensed Psychologist at Thriving Minds Family Services, located in Chelsea, MI. She completed her Master’s degree in Clinical Behavioral Psychology at Eastern Michigan University where she focused on evidence-based behavioral and cognitive behavioral interventions for children and adolescents. Through her work at Thriving Minds, Katelyn specializes in treating children with Selective Mutism via traditional weekly therapy, intensive therapy (i.e., 15-20 hours of treatment in one week), and group therapy models. Through an exposure therapy model, children with Selective Mutism are encouraged to be brave in talking with new people and in new settings. Katelyn emphasizes collaborative care and frequently works in partnership with parents and schools to best assist clients and to promote growth through education on appropriate goals and interventions. Katelyn is also the Assistant Director for Confident Kids Camp, an intensive week-long treatment program for children with Selective Mutism. In addition to her work with children with Selective Mutism, Katelyn provides evidenced-based therapy for children with other anxiety disorders, depressive disorders, and disruptive behavior disorders.

  Katelyn has been a professional member of the Selective Mutism Association since 2013 and joined the Board of Directors in 2017. Katelyn is the current President of SMA. She is passionate about spreading awareness about Selective Mutism and about effective treatment techniques and is excited to contribute to the mission of SMA through her involvement on the Board of Directors.

Disclosure

References

• Kurth, J. A., & Zagona, A. L. (2024). Special Education of Students With Extensive Support Needs: Advancing Values.
• Bork, P. (2010). Prospect of selective mutism intervention: techno style. International Journal of Technology, Knowledge and Society, 6(3), 37.
• Boneff-Peng, K., Lasutschinkow, P. C., Colton, Z. A., & Freedman-Doan, C. R. (2025). An updated characterization of childhood selective mutism: exploring clinical features, treatment utilization, and school services. Child psychiatry & human development, 56(3), 683-695.
• Frazier, K. F., & Howard, K. (2020). Perspectives of speech-language pathologists and school counselors on the nature and treatment of selective mutism. Perspectives of the ASHA Special Interest Groups, 5(4), 1045-1056.
• McLeod, A. (2022). PICTURE COMMUNICAT ION BOARDS AS EARLY TOOLS FOR TEACHERS: CASE OF A CHILD WITH SELECTIVE MUTISM. Education, 142(3), 126.
• Vieru, D. (2015). Towards a multi-dimensional model of digital competence in small-and medium-sized enterprises. In Encyclopedia of Information Science and Technology, Third Edition (pp. 6715-6725). IGI Global Scientific Publishing.
• Schum, R. L. (2006). Clinical perspectives on the treatment of selective mutism. The Journal of Speech and Language Pathology–Applied Behavior Analysis, 1(2), 149.