Michelle Therrien's work is focused on building connections to improve quality of life for individuals who use AAC. She is an editor for the American Journal of Speech Language Pathology and a member of both the American Speech-Language Hearing Association (ASHA) and the International Society for Augmentative and Alternative Communication (ISAAC). Outside of work, she enjoys spending time with her family, running, baking, reading and traveling.
Education
-
Ph.D. Communication Sciences & Disorders, The Pennsylvania State University
-
MA Computational Linguistics, University of Washington
-
BA English, Saint Louis University
Research Interests
Dr. Therrien's research interest is connection building. Her current work focuses on supporting social interaction and friendship for individuals who use AAC, bringing researchers and practitioners together to support the use of evidence-based practices in schools and communities, and forming interdisciplinary collaborations to increase participation of individuals who use AAC in their communities.
Teaching Interests
Augmentative and Alternative Communication (AAC), Developmental Disorders of Communication, Child Language Development, Research Methods
Publications & Research
Madden, E. B., Therrien, M. C. S., Bislick, L., Wallace, S., Goff-Albritton, R., Vilfort-Garces, A., Constantino, C., & Graven, L. (2023). Caregiving and friendship: Perspectives from care partners of people with aphasia. Topics in Language Disorders, 43(1), 57-75. doi:10.1097/TLD.0000000000000301
Barton-Hulsey, A., Collins, S. C., Therrien, M. C. S., Biggs, E. E., Romano, M., & Coltellino, B. (2023). Augmentative and alternative communication services during the COVID-19 pandemic: Contextual determinants of the parent-SLP partnership. American Journal of Speech-Language Pathology, Advance Online. doi:10.1044/2023_AJSLP-23-00139
Biggs, E. E., Douglas, S. N., Therrien, M. C. S., & Snodgrass, M. R. (2023). Views of speech-language pathologists on telepractice for children who use augmentative and alternative communication. Intellectual and Developmental Disabilities, 61(1). doi:10.1352/1934-9556-61.1.31
Therrien, M. C. S., Rossetti, Z., & Østvik, J. (2022). Friendship for students who use AAC. Perspectives of the ASHA Special Interest Groups.
Biggs, E. E., Therrien, M. C. S., Snodgrass, M., & Douglas, S. (2022). Voices from the field: Strategies for effective telepractice for children with autism who use augmentative and alternative communication (AAC). Perspectives of the ASHA Special Interest Groups, 7(2), 324-337. doi:https://doi.org/10.1044/2021_PERSP-21-00229
Therrien, M. C. S., Barton-Hulsey, A., & Wong, S. (2022). A scoping review of the playground experiences of children with AAC needs. Augmentative and Alternative Communication, 38(4), 245-255. doi:https://doi.org/10.1080/07434618.2022.2155874
Madden, E. B., Bislick, L., Wallace, S., Therrien, M. C. S., & Goff-Albritton, R. (2022). Aphasia and friendship: Stroke survivors' self-reported changes over time. Journal of Communication Disorders, 103, 1-15. doi:https://doi.org/10.1016/j.jcomdis.2023.106330
Therrien, M. C. S., Biggs, E. E., Barton-Hulsey, A., Collins, S., & Romano, M. (2022). Augmentative and alternative communication services during the COVID-19 pandemic: Impact on children, their families, and service providers. Augmentative and Alternative Communication, 38(4), 197-208. doi:https://doi.org/10.1080/07434618.2022.2135136
Biggs, E. E., Therrien, M. C. S., Douglas, S. N., & Snodgrass, M. R. (2022). Augmentative and alternative communication telepractice during the COVID-19 pandemic: A national survey of speech-language pathologists. American Journal of Speech-Language Pathology, 31(1), 303-321. doi:https://doi.org/10.1044/2021_AJSLP-21-00036
Biggs, E. E., Rossi, E. B., Douglas, S., Therrien, M. C. S., & Snodgrass, M. (2022). Preparedness, training, and support for AAC telepractice during the COVID-19 pandemic. Language, Speech, and Hearing Services in Schools, 53(2), 335-359. doi:https://doi.org/10.1044/2021_LSHSS-21-00159
Therrien, M. C. S., Madden, E. B., Bislick, L., & Wallace, S. E. (2021). Aphasia and friendship: The role and perspectives of speech-language pathologists. American Journal of Speech-Language Pathology, 30, 2228-2240. doi:https://doi-org.proxy.lib.fsu.edu/10.1044/2021_AJSLP-20-0037
Therrien, M. C. S. (2021). Teacher-Implemented AAC intervention to support peer interaction in an inclusive preschool classroom: A pilot study. Inclusion, 9(2), 78-91. doi:https://doi.org/10.1352/2326-6988-9.2.78
Farquharson, K., Therrien, M. C. S., Barton-Hulsey, A., & Brandt, A. F. (2020). How to recruit, support, and retain speech-language pathologists in public schools. Journal of School Leadership, 30. doi:https://doi.org/10.1177/1052684620966062
Ivy, S., Therrien, M. C. S., Whalon, K., Bilgin, M., Cox, S., & Hammons, N. (2020). RouTEAM: Home and school partnerships to support communication for children with complex communication needs. Journal of Developmental and Physical Disabilities, 33, 351-372. Retrieved from https://link-springer-com.proxy.lib.fsu.edu/content/pdf/10.1007/s10882-020-09752-y.pdf doi:https://doi.org/10.1007/s10882-020-09752-y
Therrien, M. (2019). Perspectives and experiences of adults who use AAC on making and keeping friends. Augmentative and Alternative Communication. doi:10.1080/07434618.2019.1599065
Therrien, M., & Light, J. (2018). Promoting peer interaction for preschool children with complex communication needs and autism spectrum disorder. American Journal of Speech-Language Pathology, 27, 207-221. doi: 10.1044/2017_AJSLP-17-0104
Therrien, M., & Light, J. (2016). Using the iPad to facilitate interaction between preschool children who use AAC and their peers. Augmentative and Alternative Communication, 32, 163-174. doi: 10.1080/07434618.2016.1205133
Therrien, M., Light, J., & Pope, L. (2016). Systematic review of the effects of interventions to promote peer interactions for children who use aided AAC. Augmentative and Alternative Communication, 32, 81-93. doi: 10.3109/07434618.2016.1146331
Grants & Awards
Therrien, M., Barton-Hulsey, A., Romano, M., Biggs, E. Family-centered practice during the COVID-19 pandemic: Lessons learned and implications for AAC service delivery. Funded by Florida State University's Office of Research Development Collaborative Collision: COVID-19 Seed Fund Grant. Total Award: $20,000
Therrien, M. (Nov 2019-2020). Training Preschool Teachers to Support Peer Interaction for Children with Complex Communication Needs. American Speech-Language-Hearing Foundation New Investigator's Research Grant. Total award $10,000.
Therrien, M. & Whalon, K. (April 2019- April 2020). Supporting Interaction and Literacy Skills of Preschool Children with Autism. Funded by the Florida State University Council on Research Creativity’s Multidisciplinary Support Grant. Total award $25,000.
Therrien, M. (May – July, 2016). FYAP: Making and Keeping Friends: Perspectives of Individuals who use Augmentative and Alternative Communication. Funded by the Florida State University Council on Research Creativity. Total award $20,000.
Therrien, M. (November 2015-2016) Effects of a social interaction intervention on the communicative turns of preschool-ages children with complex communication needs in peer interaction. Funded by the ASH Foundation Student Researcher Grant in Early Childhood Language Development. Total award $2,000.
Expertnet Profile