Original ArticlesPersonalized Early AAC Intervention to Build Language and Literacy Skills A Case Study of a 3-Year-Old With Complex Communication NeedsLight, Janice; Barwise, Allison; Gardner, Ann Marie; Flynn, MollyAuthor Information Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park. Corresponding Author: Janice Light, PhD, Department of Communication Sciences and Disorders, 308 Ford Building, Penn State University, University Park, PA 16802 ([email protected]). The contents of this article were developed under grants to the Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (the RERC on AAC) from the U.S. Department of Health and Human Services, National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR): Grant #90RE5017 (2014-20) and Grant #90REGE0014 (2020-25). The third author was supported through a personnel preparation grant funded by the Office of Special Education Programs of the U.S. Department of Education (Grant #H325K170130). The contents do not necessarily represent the policy of the funding agencies, and endorsement by the federal government should not be assumed. We also wish to gratefully acknowledge the funding received from the Hintz Family Endowment to support the AAC program at Penn State University. Most importantly, we wish to thank “Jessica” and her parents for allowing us to be a part of their lives and for graciously consenting to share their experiences. Author disclosures can be found at http://links.lww.com/TLD/A75. Topics in Language Disorders: July/September 2021 - Volume 41 - Issue 3 - p 209-231 doi: 10.1097/TLD.0000000000000254 Buy Metrics Abstract Personalized augmentative and alternative communication (AAC) intervention refers to an approach in which intervention is tailored to the individual's needs and skills, the needs and priorities of the individual's family and other social environments, the evidence base, and the individual's response to intervention. This approach is especially relevant to AAC intervention for young children with complex communication needs given their unique constellations of strengths and challenges, and the qualitative and quantitative changes that they experience over time as they develop, as well as the diversity of their families, schools, and communities. This article provides detailed documentation of personalized AAC intervention over a 6-month period for a 3-year-old girl with developmental delay and complex communication needs. The article describes (1) personalization of multimodal AAC supports to provide this child with the tools to communicate; (2) personalized intervention to build semantic and morphosyntactic skills; and (3) personalized instruction in literacy skills (i.e., letter sound correspondences, sound blending, decoding, sight word recognition, reading simple stories, reading comprehension, and encoding skills). Specific goals, instructional materials, and procedures are described; data on speech, language, and literacy outcomes are presented. © 2021 Wolters Kluwer Health, Inc. All rights reserved.