Abstract
Mobile technology (e.g., tablets, smartphones) continues to take public school and overall therapeutic environments by storm. The merging of mobile technology and augmentative and alternative communication (AAC) can be a relatively low-cost solution for individuals with communication impairments. Still, practitioners need to be equipped to make informed decisions about when, how, and why specific mobile technologies and related applications might support a child's language, literacy, and academic skills, possibly in conjunction with AAC. Language and literacy development are a critical aspect of a speech-language pathologist's scope of practice (American Speech-Language-Hearing Association, 2007). Therefore, when considering mobile technologies for learning, the practitioner needs to consider the interplay between reading, writing, and communication. For children with complex communication profiles, speech-language pathologists can use mobile technologies as a powerful means to foster communication, language, and literacy skills.
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