References
- American Speech Language Hearing Association. (2018). 2020 Standards and implementation procedures for the certificate of clinical competence in speech-language pathology. https://www.asha.org/Certification/2020-SLP-Certification-Standards/
- Andzik, N. R., Chung, Y. C., Doneski-Nicol, J., & Dollarhide, C. T. (2017). AAC services in schools: A special educator’s perspective. International Journal of Developmental Disabilities, 65(2), 89–97. doi:https://doi.org/10.1080/20473869.2017.1368909
- Andzik, N. R., Schaefer, J. M., Nichols, R. T., & Chung, Y. C. (2018). National survey describing and quantifying students with communication needs. Developmental Neurorehabilitation, 21(1), 40–47. doi:https://doi.org/10.1080/17518423.2017.1339133
- Assistive Technology Act, 29 U.S.C. § 3001 et seq. (2004). https://www.govinfo.gov/content/pkg/PLAW-108publ364/html/PLAW-108publ364.htm
- Baldwin, W. (2000). Information no one else knows: The value of self-report. In A. A. Stone, J. S. Turkkan, C. A. Bachrach, J. B. Jobe, H. S. Kurtzman, & V. S. Cain (Eds.), The science of self-report: Implications for research and practice (pp. 3–7). Lawrence Erlbaum.
- Baroody, A. (2017). Exploring the contribution of classroom formats on teaching effectiveness and achievement in upper elementary classrooms. School Effectiveness and School Improvement, 28(2), 314–335. doi:https://doi.org/10.1080/09243453.2017.1298629
- Beukelman, D., & Light, J. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th ed.). Brookes Publishing.
- Binger, C., Renley, N., Babej, E., & Hahs-Vaughn, D. (2021). A survey of school-age children with highly unintelligible speech. Augmentative and Alternative Communication, 37(3), 194–205. DOI:https://doi.org/10.1080/07434618.2021.1947370
- Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M. A., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121–138. doi:https://doi.org/10.1352/1944-7558-121.2.121
- Brown, T. (2015). Confirmatory factor analysis for applied research (2nd ed.). Guilford Press.
- Bryant, D. P., Bryant, R. B., & Smith, D. D. (2020). Teaching students with special needs in inclusive classrooms (2nd ed.). Sage.
- Caniglia, C. M. (2016). Special education teachers’ reported preparedness and confidence to implement the 2012 CEC Initial Level Special Educator Preparation Standards [Unpublished doctoral dissertation]. Washington State University.
- Chung, Y. C., & Stoner, J. B. (2016). A meta-synthesis of team members’ voices: What we need and what we do to support students who use AAC. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 32(3), 175–186. doi:https://doi.org/10.1080/07434618.2016.1213766
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
- Conway, J. M., & Lance, C. E. (2010). What reviewers should expect from authors regarding common method bias in organizational research. Journal of Business and Psychology, 25(3), 325–334. doi:https://doi.org/10.1007/s10869-010-9181-6
- Cornelius, K. E., Rosenberg, M. S., & Sandmel, K. N. (2020). Examining the impact of professional development and coaching on mentoring of novice special educators. Action in Teacher Education, 42(3), 253–270. doi:https://doi.org/10.1080/01626620.2019.1638847
- Costigan, F. A., & Light, J. (2010). A review of preservice training in augmentative and alternative communication for speech language pathologists, special education teachers, and occupational therapists. Assistive Technology : The Official Journal of RESNA, 22(4), 200–212. doi:https://doi.org/10.1080/10400435.2010.492774
- Council for Exceptional Children (2015). What every special educator must know: Professional ethics and standards (7th ed.). Council for Exceptional Children.
- Creswell, J. W., & Creswell, J. D. (2021). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
- Da Fonte, M. A., & Boesch, M. C. (2016). Recommended augmentative and alternative communication competencies for special education teachers. Journal of International Special Needs Education, 19(2), 47–58. doi:https://doi.org/10.9782/2159-4341-19.2.47
- Da Fonte, M. A., & Boesch, M. C. (2019). Effective augmentative and alternative communication practices: A handbook for school-based practitioners. Routledge.
- De Bortoli, T., Arthur-Kelly, M., Mathisen, B., Foreman, P., & Balandin, S. (2010). Where are teachers' voices? A research agenda to enhance the communicative interactions of students with multiple and severe disabilities at school. Disability and Rehabilitation, 32(13), 1059–1072. doi:https://doi.org/10.3109/09638280903410730
- Dietz, A., Quach, W., Lund, S. K., & McKelvey, M. (2012). AAC assessment and clinical-decision making: The impact of experience. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 28(3), 148–159. doi:https://doi.org/10.3109/07434618.2012.704521
- Dillman, D. (2007). Mail and internet surveys: The tailored design method (3rd ed.). Wiley.
- Durlak, J. A. (2009). How to select, calculate, and interpret effect sizes. Journal of Pediatric Psychology, 34(9), 917–928. doi:https://doi.org/10.1093/jpepsy/jsp004
- Fink, J. (2004). Conclusions on inclusion. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 77(6), 272–274. doi:https://doi.org/10.3200/TCHS.77.6.272-274
- Ghani, S. A., Yassin, M. H. M., & Mohamed, S. (2019). Level of augmentative and alternative communication knowledge and skills among special education teachers for autistic students in primary school. Journal of ICSAR, 3(1), 37–42. doi:https://doi.org/10.17977/um005v3i12019p037
- Gnambs, T., & Kaspar, K. (2015). Disclosure of sensitive behaviors across self-administered survey modes: A meta-analysis. Behavior Research Methods, 47(4), 1237–1259. doi:https://doi.org/10.3758/s13428-014-0533-4
- Goodman, L. (2011). On respondent-driven sampling and snowball sampling in hard-to-reach populations and snowball sampling not in hard-to-reach populations. Sociological Methodology, 41(1), 347–353. doi:https://doi.org/10.1111/j.1467-9531.2011.01242.x
- Harris, P. A., Taylor, R., Thielke, R., Payne, J., Gonzalez, N., & Conde, J. G. (2009). Research electronic data capture (REDCap)-a metadata-driven methodology and workflow process for providing translational research informatics support . Journal of Biomedical Informatics, 42(2), 377–381. doi:https://doi.org/10.1016/j.jbi.2008.08.010
- Harter, S. (1985). Competence as a dimension of self-evaluation: Toward a comprehensive model of self-worth. In R. Leahy (Ed.), The development of the self (pp. 55–122). Academic Press.
- Hess, K. K., Jones, B. S., Carlock, D., & Walkup, J. R. (2009). Cognitive rigor: Blending the strengths of Bloom’s Taxonomy and Webb’s Depth of Knowledge to enhance classroom-level procedures. ERIC. https://eric.ed.gov/?id=ED517804
- Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. Sec. 1400 (5)(h), 1462 et seq. (2004). https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1400/c/5
- King, J. (1998). Preliminary survey of speech-language pathologists providing AAC services in health care settings in Nebraska. Augmentative and Alternative Communication, 14(4), 222–227. doi:https://doi.org/10.1080/07434619812331278396
- Kleinert, H., Towles-Reeves, E., Quenemoen, R., Thurlow, M., Fluegge, L., Weseman, L., & Kerbel, A. (2015). Where students with the most significant cognitive disabilities are taught: Implications for general curriculum access. Exceptional Children, 81(3), 312–328. doi:https://doi.org/10.1177/0014402914563697
- Koul, R. K., & Lloyd, L. L. (1994). Survey of professional preparation in augmentative and alternative Communication (AAC) in speech-language pathology and special education programs. American Journal of Speech-Language Pathology, 3(3), 13–22. doi:https://doi.org/10.1044/1058-0360.0303.13
- Lachner, A., Jarodzka, H., & Nückles, M. (2016). What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities. Instructional Science, 44(3), 197–203. doi:https://doi.org/10.1007/s11251-016-9376-y
- McCall, Z., McHatton, P. A., & Shealey, M. W. (2014). Special education teacher candidate assessment: A review. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 37(1), 51–70. doi:https://doi.org/10.1177/0888406413512684
- McGregor, G., & Pachuski, P. (1996). Assistive technology in schools: Are teachers ready, able, and supported? Journal of Special Education Technology, 13(1), 4–15. doi:https://doi.org/10.1177/016264349601300102
- McNamara, B. E. (1989). The resource room: A guide for special educators. SUNY Press.
- Newman, I., & McNeil, K. (1998). Conducting survey research in the social sciences. University Press of America.
- Page, C. A., & Quattlebaum, P. D. (2012). Severe communication disorders. In D. Hollar (Ed.), Handbook of children with special health care needs (pp. 23–46). Springer.
- Peckham-Hardin, K. D., Hanreddy, A., & Ogletree, B. T. (2018). Preparing teachers to facilitate communication skills in students with severe disabilities (Document No. IC-17). CEEDAR Center. http://ceedar.education.ufl.edu/tools/innovation-configurations/
- Ratcliff, A., Koul, R., & Lloyd, L. (2008). Preparation in augmentative and alternative communication: An update for speech-language pathology training. American Journal of Speech-Language Pathology, 17(1), 48–59. doi:https://doi.org/10.1044/1058-0360(2008/005)
- Robinson, S. B., & Leonard, K. F. (2019). Designing quality survey questions. SAGE.
- Ruppar, A. L., Neeper, L. S., & Dalsen, J. (2016). Special education teachers’ perceptions of preparedness to teach students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 41(4), 273–286. doi:https://doi.org/10.1177/1540796916672843
- Schlosser, R. W., Shane, H. C., Allen, A., Benz, A., Cullen, J., O’Neill, L., Chiesa, L., Miori-Dinneen, L., Koul, R., & Pasupathy, R. (2020). Coaching a school team to implement the Visual Immersion System™ in a classroom for children with autism spectrum disorder: A mixed methods proof-of-concept study. Advances in Neurodevelopmental Disorders, 4(4), 447–470. doi:https://doi.org/10.1007/s41252-020-00176-5
- Shepherd, K. G., Fowler, S., McCormick, J., Wilson, C. L., & Morgan, D. (2016). The search for role clarity: Challenges and implications for special education teacher preparation. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 39(2), 83–97. doi:https://doi.org/10.1177/0888406416637904
- Soto, G. (1997). Special education teacher attitudes toward AAC: Preliminary survey. Augmentative and Alternative Communication, 13(3), 186–197. doi:https://doi.org/10.1080/07434619712331278008
- Srinivasan, S., Mathew, S. N., & Lloyd, L. L. (2011). Insights into communication intervention and AAC in South India: A mixed-methods study. Communication Disorders Quarterly, 32(4), 232–246. doi:https://doi.org/10.1177/1525740109354775
- Steinberg, L., & Rogers, A. (2020). Changing the scale: The effect of modifying response scale labels on the measurement of personality and affect. Multivariate Behavioral Research, 45(6), 1–15. doi:https://doi.org/10.1080/00273171.2020.1807305
- Sutherland, D. E., Gillon, G. G., & Yoder, D. E. (2005). AAC use and service provision: A survey of New Zealand speech-language therapists. Augmentative and Alternative Communication, 21(4), 295–307. doi:https://doi.org/10.1080/07434610500103483
- U.S. Bureau of Labor Statistics ( 2019). Occupational employment statistics query system. https://data.bls.gov/oes/#/home
- U.S. Department of Education (2020). Number of students ages 6 through 21 served under IDEA, Part B, by disability and state. Institute of Education Sciences, National Center for Education Statistics. https://www2.ed.gov/programs/osepidea/618-data/static-tables/index.html
- Welsh, K. A., & Schaffer, C. (2017). Developing the effective teaching skills of teacher candidates during early field experiences. The Educational Forum, 81(3), 301–321. doi:https://doi.org/10.1080/00131725.2017.1314574
- Westling, D. L., Carter, E. W., Da Fonte, M. A., & Kurth, J. A. (2020). Teaching students with severe disabilities (6th ed.). Pearson.
- Wodka, E. L., Mathy, P., & Kalb, L. (2013). Predictors of phrases and fluent speech in children with autism and severe language delay. National Library of Medicine, 131(4), 1128–1134. doi:https://doi.org/10.1542/peds.2012-2221
- Woulfin, S. L., & Jones, B. (2021). Special development: The nature, content, and structure of special education teachers’ professional learning opportunities. Teaching and Teacher Education, 100, 103277–103212. doi:https://doi.org/10.1016/j.tate.2021.103277