Effects of three instructional modes on the performance of novice preprofessional students with AAC technology

Abstract

The purposes of this investigation were twofold. The primary goal was to examine the efficacy of three modes of instruction for training preservice students in speech and language pathology (SLP) to program an augmentative and alternative communication (AAC) device. A secondary goal was to evaluate knowledge retention 2 weeks after the training sessions. The participants were preprofessional students enrolled in an AAC course. The modes of instruction included face-to-face demonstration, written tutorial, and videotape. Results indicated that performance across the three modes was equivalent at the acquisition and retention evaluations. However, performance on the retention evaluations was significantly less compared with the acquisition evaluation. Clinical and research implications are discussed.

• augmentative and alternative communication (AAC)
• technology instruction