This issue of Perspectives focuses on partner instruction in AAC. Authors discuss selecting appropriate skills to teach communication partners; demonstrate a technique that augments collaboration between AAC interventionists; provide a process for a culturally responsive assessment and intervention; offer a concept of AAC stakeholders as trainers; summarize the design and outcomes of two peer-mediated studies for preschool children with severe autism; and discuss the importance of building a pre-symbolic foundation for the learner with sensory and multiple disabilities.

Learning Outcomes
You will be able to:

• identify and describe criteria and skills that can be taught to a communication partner for AAC success
• describe the steps and use of self-anchored rating scales (SARS) in natural environments
• describe the concepts, barriers, and principles of culturally responsive AAC intervention
• define and describe the basic components of a communication partner model
• identify strategies and classroom opportunities to train peers with and without disabilities to use AAC systems and monitor data in preschool classrooms
• describe the role of a communication partner and strategies for aiding the learner in the developing communicative intent

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