Broadly, my research is centered around characterizing the linguistic skills children with intellectual and developmental disabilities (IDD) use for reading development, inclusive of those children with limited speech ability. My work examines relationships between speech ability, vocabulary knowledge, receptive language, phonological awareness, and access to home and school literacy instruction during developmental periods of early childhood, preschool, and elementary school, and is organized around three themes: (1) Characterizing intrinsic and extrinsic factors related to reading outcomes in children with intellectual and developmental disabilities; (2) Determining developmental trajectories of component reading skills for children with intellectual and developmental disabilities and a range of speech ability; (3) Developing assessments and interventions inclusive of children with limited speech ability that incorporate the use of Augmentative and Alternative Communication systems.

Ph.D., Developmental Psychology- Georgia State University, Atlanta, Georgia, 2016

M.A., Speech-Language Pathology- University of Kansas, Lawrence, Kansas, 2005

B.A., Speech: Communication across the lifespan- Georgia State University, Atlanta, Georgia, 2003

Intellectual and developmental disabilities (IDD), Augmentative and Alternative Communication Systems (AAC), Language and Reading development

Alternative and Augmentative Communication, Language Development and Disorders, Autism and Severe Disabilities

Recent Publications (see CV for full list):

Barton-Hulsey, A., Erickson, K., Sevcik, R. A., Romski, M.A., Paul, D. (2026). Current challenges and future directions with terminology: The impact of ableism and identity. American Journal of Speech-Language Pathology, 35(1), 3 – 13.

Romski, M.A., Sevcik, R. A., Barton-Hulsey, A., Paul., D. (2026). More than six decades of growth and development: Communication development for children and adults with severe disabilities. American Journal of Speech Language Pathology, 35(1), 14-28. 

Collins, S., Barton-Hulsey, A., Burnett, T. (2024). Preschool teachers’ language use during shared book reading with children with developmental disabilities: A review and pilot study. Perspectives of the ASHA Special Interest Groups.

Biggs, E. E., Therrien, M., Abarca, D., Romano, M., Barton-Hulsey, A., Collins, S. C. (2024). Speech-language pathologists’ beliefs and practices when working with families of children who use augmentative and alternative communication. American Journal of Speech-Language Pathology, 33(2), 1021-1039.

Barton-Hulsey, A., Collins, S., Therrien, M., Biggs, E., Romano, M., Coltellino, B., (2023). Contextual determinants of the parent-SLP partnership when providing augmentative and alternative communication (AAC) services during the COVID-19 pandemic. American Journal of Speech-Language Pathology, 32(6), 2889-2907.

Barton-Hulsey, A., Boesch, M. C., Chung, Y., Caswell, T., Miller Sonntag, A., Quach, W. (2023). Emergency and disaster preparedness for individuals who use augmentative and alternative communication: Supported planning using a toolkit. American Journal of Speech-Language Pathology, 1 – 17.

Collins, S., Barton-Hulsey, A., Timm-Fulkerson, C., Therrien, M. (2023). AAC and Literacy: A scoping review of print knowledge measures for students who use aided augmentative and alternative communication. Journal of Developmental and Physical Disabilities, 1 – 31.

Romski, M. A., Sevcik. R., Barton-Hulsey, A., Fisher, E., King, M., Albert, P., Kaldes, G., Walters, C. (2023). Parent-Implemented augmented language intervention and young children with Down syndrome: An exploratory report. Frontiers in Psychology, 14.

Recent Book chapters:

Wood, C., & Barton-Hulsey, A., Chavarro, M. (2022). Students with Speech and Language Disorders. In A. Turnbull, R. Turnbull, M. L. Wehmeyer, K. A. Shogren (Eds.), Exceptional Lives: Practice, Progress, & Dignity in Today’s Schools, 10^th edition. San Diego, CA: Plural Publishing. 

Barton-Hulsey, A., King, M., Lyons-Golden, J. (2021). AAC in preschool: Navigating Challenges in Language and Literacy Instruction. In B. Ogletree (Ed.) Augmentative and Alternative Communication: Challenges and Solutions (pp. 41 – 80). San Diego, CA: Plural Publishing.

Barton-Hulsey, A. & Sevcik, R. (2021). Supporting Literacy and Access to Technology for Learning. In K. Wilkinson & L. Finestack (Eds.), Multi-modal augmentative and alternative communication for individuals with Down syndrome (pp. 259 – 275). Baltimore, MD: Paul H. Brookes.

Romski, M.A., Sevcik, R.A., Barton-Hulsey, A., Fisher, E.L., King, M., Albert, P., Kaldes, G., Walters, C., & Evans, C. (2021).  Integration of AAC into Early Language Intervention with Children with Down Syndrome.  In K. Wilkinson & L. Finestack (Eds.), Multimodal augmentative and alternative communication for individuals with Down syndrome (pp. 93-120). Baltimore, MD:  Paul H. Brookes.

Recent presentations:

Barton-Hulsey, A., Biggs, E., Gianforte, R., Coltellino, B. (2026). Play and Read with Me: Outcomes of an Early  Literacy Intervention for Young Children with Limited Speech. Podium presentation at the annual meeting of the Council for Exceptional Children, Division on Autism and Developmental Disabilities, Long Beach, CA.

Barton-Hulsey, A., Chen, Y., Erickson, K., Romski, M.A., & Sevcik, R.A. (2025). The Communication Bill of Rights, 3^rd  Edition: Guidance for Advocacy and Practice. Poster presentation at the annual meeting of the American Speech Language Hearing Association, Washington D.C.

Barton-Hulsey, A., Biggs, E., Coltellino, B., Gianforte, R. (2025). Play and Read with Me: Fidelity of a Literacy Intervention for Children with Limited Speech. Podium presentation at the annual meeting of the American Speech Language Hearing Association, Washington D.C.

Barton-Hulsey, A. (2025). Research and Practice in Literacy Development: Children with Limited Speech Ability. Invited presentation at the annual meeting of the American Speech-Language Hearing Association, Washington, D.C.

Romski, M.A., Sevcik, R. A., Barton-Hulsey, A. & Paul, D. (2025). Updating The Communication Bill of Rights 3^rd Edition on Communication for Children and Adults with Severe Disabilities. Poster presentation at the annual meeting of the American Association on Intellectual and Developmental Disabilities, Washington, D.C.

Barton-Hulsey, A., Biggs, E., Coltellino, B., Gianforte, R. (2025). Play and Read with Me: Early Literacy Intervention  for Young Children with Limited Speech. Podium presentation at the annual meeting of the Council for Exceptional Children, Division on Autism and Developmental Disabilities, Clearwater Beach, FL.

Currently Funded Research

Biggs, E., (PI), Barton-Hulsey, A. (Co-I). (2025 – 2030) PATHS to Reading. United States Department of Education – Office of Special Education Programs – Stepping Up Technology (# H327S250034). Total Award $1,500,000.

Holyfield, C. (PI)….Barton-Hulsey, A. (Co-I). (2025 – 2030) Rehabilitation Engineering and Research Center on Augmentative and Alternative Communication – Smarter Literacy Assessment. Department of Health and Human Services – National Institute on Disability, Independent Living, and Rehabilitation (NIDILRR # 90REGE0029). Total award $5,000,000.

Barton-Hulsey, A., (PI), Biggs, E.. (Co-PI). (2024). Pilot Testing a New Early Literacy Intervention for Young Children with Developmental Disabilities with Limited Speech. Florida State University Council on Research and Creativity: Seed Program. Total award $ 70,233.