Lori Geist

Dr. Geist is a certified speech-language pathologist with an emphasis in augmentative and alternative communication (AAC). Prior to joining the research faculty at UNC, she worked in direct service, consultation, and product development, with her efforts concentrated on intervention approaches that target communication, language, and literacy outcomes for individuals with complex communication needs. Her research interests center on leveraging technology in the delivery of effective intervention. She is an investigator and director on multiple research projects, including Project Converse (PI), Building Bridges (co-PI), Project Open (co-PI) and Minimizing Text Complexity with AI (Co-PI).

Education

• Ph.D., Nova Southeastern University, Computing Technology in Education
• M.S., Indiana University of Pennsylvania, Speech-language Pathology
• B.S., Indiana University of Pennsylvania, Speech-language Pathology

Credentials and Licensures

• ASHA Certificate of Clinical Competence (CCC), Speech-language Pathology
• Pennsylvania State License, Speech-Language Pathology
• Certificate in Distance Learning Design and Development
• Assistive Technology Application Certificate

Selected Publications

• Quick, N., Geist, L. & Erickson, K. (in press). AAC-mediated classroom participation: Calling on and coming back​, Journal of Interactional Research in Communication Disorders.
• Benson-Goldberg, S., Geist, L., & Erickson, K. (2024). Simplified COVID-19 guidance for adults with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disabilities, 37(3), e13222. https://doi.org/10.1111/jar.13222
• Benson-Goldberg, S., Geist, L., & Erickson, K. (2023). Open-source design platform for AAC research: Project Open. Assistive Technology Outcomes and Benefits, 17, 30-42. https://www.atia.org/atob-volume-17/
• Cross, R., Erickson, K., Geist, L., & Hatch, P. (2023). Vocabulary selection. In L. Lloyd & D. Fuller (Eds). Principles and Practices in Augmentative and Alternative Communication. Slack Publishing.
• Benson-Goldberg, S., Geist, L., & Erickson, K. (2022). Expressive communication over time: A longitudinal analysis of the Project Core implementation model. Communication Disorders Quarterly, 1-9. https://doi.org/10.1177/15257401221120790
• Benson-Goldberg, S., Geist, L., Satterfield, B., Bunn, D. & Erickson, K. (2022). Minimizing the complexity of public health documents: Making COVID-19 documents accessible to individuals who read below the third-grade level. Assistive Technology Outcomes and Benefits, 16, 1-15. https://www.atia.org/wp-content/uploads/2022/08/ATOB-V16.2-Benson-Goldbert-et-al..pdf
• Erickson, K., Geist, L., Hatch, P., & Quick, N. (2021). The challenge of symbolic communication for school-aged students with the most significant cognitive disabilities. In B. Ogletree (Ed.), Augmentative and Alternative Communication: Challenges and Solutions. Plural Publishing.
• Geist, L., & Erickson, K. (2021). Robust receptive vocabulary instruction for students with significant cognitive disabilities who use AAC. Teaching Exceptional Children, 1-9. https://doi.org/10.1177/00400599211018836
• Geist, L. Erickson, K., Greer, C., & Hatch, P. (2021). Initial evaluation of the Project Core implementation model. Assistive Technology Outcomes and Benefits, 15, 29-47. https://www.atia.org/wp-content/uploads/2021/03/V15_Geist_etal.pdf
• Geist, L., Erickson, K., Greer, C., & Hatch, P. (2020). Enhancing classroom-based communication instruction for students with significant disabilities and limited language. Exceptionality Education International, 30, 42-54 http://ir.lib.uwo.ca/eei/vol30/iss1/1
• Geist, L. (2020). Classroom-based communication instruction: The Project Core implementation model. Closing the Gap Solutions Annual Resource Directory, 38, 3-8.
• Erickson, K., Geist, L., Hatch, P., & Quick, N. (2019). The Universal Core Vocabulary [Technical Report]. Chapel Hill, NC: Center for Literacy & Disability Studies, Department of Allied Health Sciences, University of North Carolina at Chapel Hill.
• Erickson, K., Geist, L., & Hatch, P. (2019). Impact of self-regulated strategy instruction integrated with SOLO® Literacy Suite. Assistive Technology Outcomes and Benefits, 11, 17-28. https://www.atia.org/wp-content/uploads/2017/11/ATOB_ATOBN1V11_ART-2.pdf
• Erickson, K., Geist, L., & Hatch, P. (2017). AAC buy-in at home. The ASHA Leader, 22, 46-51. https://leader.pubs.asha.org/doi/full/10.1044/leader.FTR1.22022017.46
• Erickson, K. & Geist, L. (2016). The profiles of students with significant cognitive disabilities and complex communication needs. Augmentative and Alternative Communication, 32(3), 187-197. https://doi.org/10.1080/07434618.2016.1213312
• Geist, L., Hatch, P., & Erickson, K. (2014). Promoting academic achievement for early communicators of all ages. Perspectives on Augmentative and Alternative Communication, 23, 173-181. https://pubs.asha.org/doi/abs/10.1044/aac23.4.173