Augmentative and alternative communication (AAC) technologies for children with complex communication needs (CCN) can improve communication skills, increase autonomy, promote social closeness, and enhance meaningful participation in a variety of social contexts. However, access to AAC technologies is insufficient. Successful use of AAC technologies also requires ongoing support from communication partners (i.e., parents, teachers, or speech and language pathologists [SLPs]) who are knowledgeable of AAC. Understanding what communication partners can do to support successful interactions in conversation is important for improving experiences and outcomes in communication for children who use AAC and their various communication partners. One way to develop understandings of what comprises successful interactions with children who use AAC is to observe their interactions with highly skilled communication partners. The group of SLPs who are considered "exemplary" by their peers due to their expertise in AAC, communication, and language development includes many such highly skilled communication partners. Identifying the ways these "exemplary" partners support AAC-mediated interactions may improve understanding of how to promote successful interactions mediated by aided AAC technologies with a range of communication partners. This study examined the nature of interactions between children who use aided AAC technologies and their exemplary AAC SLPs. Using a multi-case design, dyads (n = 3) of exemplary AAC SLPs and children who used robust AAC technologies were video recorded during typical speech therapy sessions that included a semi-structured collage-making activity designed to elicit conversation. Videos were transcribed and analyzed using microanalysis to examine how the interactions unfolded and the ways the SLPs supported each child's communication. The results highlight the nuance in how the SLPs and children collaborated to make meaning and suggest that exemplary AAC SLPs individualize their intervention sessions, prioritize dynamic, dialogic interactions over mastery of targeted skills, and consistently use aided language modeling, without expecting specific responses. This study also highlights the importance of attuning for fostering relationships and shared meaning. This study adds to understanding of how SLPs can support children who use robust AAC technologies as communication partners in interactions that are meaningful and dynamic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]