Preparation in Augmentative and Alternative Communication: An Update for Speech-Language Pathology Training

People with complex communication needs often require a comprehensive augmentative and alternative communication (AAC) assessment to maximize participation in daily interactions. Assessment of AAC is a complex process and limited practice guidelines exist. The purpose of this qualitative study was to explore how 25 speech-language pathologists with varying levels of experience approach the AAC assessment process. Participants were classified as either (a) General Practice Speech-Language Pathologists (GPSLPs), (b) AAC Clinical Specialists (AAC-CS), or (c) AAC Research/Policy Specialists (AAC-RS). In-depth, semi-structured interviews were conducted to explore the participants' approach to AAC assessment. The results revealed that GPSLPs approach AAC assessment differently than the AAC-CS and AAC-RS; however, the Specialists reported a similar approach that may help guide the development of practice guidelines for AAC assessment.

Section: Introductionsupporting

confidence: 72%

AAC Assessment and Clinical-Decision Making: The Impact of Experience

Dietz

Quach

Lund

et al. 2012

“…Acquiring this competence involves indepth educational programs that address both medical and technical requirements. Early studies by Koul and Lloyd (1994), Ratcliff and Beukelman (1995), and Ratcliff, Koul, and Lloyd (2008) revealed that between 62% and 73% of students with degrees in speech-language pathology had taken courses specific to AAC. Among the 73% respondents from Ratcliff et al's study (2008), 80% indicated that AAC training was incorporated within a number of courses.…”

Section: Respondents' Exposure and Training In Aacmentioning

confidence: 98%

A Survey of Augmentative and Alternative Communication Service Provision in Hong Kong

Siu¹,

Tam

Sin³

et al. 2010

A survey was conducted to understand the service provisions for augmentative and alternative communication (AAC) in Hong Kong. The response rates of special pre-school training centers and special schools were 59% and 71%, respectively. The response rate of adult settings was 18%. Results indicated that a higher proportion of students identified as having complex communication needs had access to AAC service provision in schools for children with intellectual and physical disabilities than those in special pre-school training centres and other types of special schools. Generalization of AAC service beyond the classroom setting remains problematic. Seventy-two percent of the respondents were dissatisfied with the training in AAC that they received during their basic professional preparation. More advocacy work is needed to increase awareness and knowledge of AAC use in Hong Kong.

“…Since 1990, the number of pre-professional programs in colleges and universities designed to prepare AAC-related personnel has increased considerably. Ratcliff, Koul, and Lloyd (2008) conducted a 2006 survey of 290 individuals associated with speech-language pathology pre-professional preparation programs across the United States. They reported the following: Of the 168 surveys that were returned, 68% of the respondents reported that the AAC courses they took were taught via on-site lectures with or without Internet-based supplemental information; 11% said AAC coursework was offered via the web; 52% indicated that an AAC course was required, 48% indicated that courses were electives; and 80% reported that AAC content had been fused into other courses.…”

Section: Looking Toward the Futurementioning

confidence: 99%

An AAC Personnel Framework: Adults with Acquired Complex Communication Needs

Beukelman

Ball

Fager

2008

237

303

A personnel framework designed to support people who rely on augmentative and alternative communication (AAC) because of acquired medical conditions and those who assist them is described. The roles of AAC finders, general practice clinicians, AAC intervention specialists, AAC facilitators, and AAC experts are summarized. These roles are described in detail for people with amyotrophic lateral sclerosis, brainstem impairment, and severe chronic aphasia. The personnel preparation needs for each of these support personnel groups are identified.