“I don’t think you can really understand it until you put it to action”: school-based SLPs’ reflections on graduate and continuing education in AAC

References

• American Speech-Language-Hearing Association (ASHA). (2020). 2020 Schools Survey report: SLP caseload and workload characteristics. www.asha.org/Research/memberdata/Schools-Survey/
   Google Scholar
• American Speech-Language Hearing Association (ASHA). (2022, July). Interprofessional Education/Interprofessional Practice (IPE/IPP). https://www.asha.org/practice/ipe-ipp/
   Google Scholar
• American Speech-Language Hearing Association (ASHA). (2023, March). ASHA Schools Survey. American Speech-Language-Hearing Association; American Speech-Language-Hearing Association. https://www.asha.org/research/memberdata/schools-survey/
   Google Scholar
• Andzik, N. R., Schaefer, J. M., & Christensen, V. L. (2021). The effects of teacher-delivered behavior skills training on paraeducators’ use of a communication intervention for a student with autism who uses AAC. Augmentative and Alternative Communication, 37(1), 1–13. doi:10.1080/07434618.2021.1881823
   PubMed Web of Science ®Google Scholar
• Beukelman, D. R., Ball, L. J., & Fager, S. (2008). An AAC personnel framework: Adults with acquired complex communication needs. Augmentative and Alternative Communication, 24(3), 255–267. doi:10.1080/07434610802388477
   PubMed Web of Science ®Google Scholar
• Beukelman, D. R., Hanson, E., Hiatt, E., Fager, S., & Bilyeu, D. (2005). AAC technology learning part 3: Regular AAC team members. Augmentative and Alternative Communication, 21(3), 187–194. doi:10.1080/07434610400006638
   Web of Science ®Google Scholar
• Beukelman, D. R., & Light, J. C. (2020). Augmentative & alternative communication (5th ed.). Brookes Pub. Co.
   Google Scholar
• Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., McKelvey, M., & Quach, W. (2012). Personnel roles in the AAC assessment process. Augmentative and Alternative Communication, 28(4), 278–288. doi:10.3109/07434618.2012.716079
   PubMed Web of Science ®Google Scholar
• Brock, M. E., & Anderson, E. J. (2021). Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say? Psychology in the Schools, 58(4), 702–722. doi:10.1177/0014402920947641
   Web of Science ®Google Scholar
• Burke, R., Beukelman, D., Ball, L., & Horn, C. (2002). Augmentative and alternative communication technology learning part 1: Augmentative and alternative communication intervention specialists. Augmentative and Alternative Communication, 18(4), 242–249. doi:10.1080/07434610212331281321
   Google Scholar
• Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. doi:10.1080/00461520.2014.965823
   Web of Science ®Google Scholar
• Chua, E. C. K., & Gorgon, E. J. R. (2019). Augmentative and alternative communication in the Philippines: A survey of speech-language pathologist competence, training, and practice. Augmentative and Alternative Communication, 35(2), 156–166. doi:10.1080/07434618.2019.1576223
   PubMed Web of Science ®Google Scholar
• 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, 32(3), 175–186. doi:10.1080/07434618.2016.1213766
   PubMed Web of Science ®Google Scholar
• Cook, A. M. (2011). Case studies in pre-service AAC instruction: Comforting the client while stressing the student. Perspectives on Augmentative and Alternative Communication, 20(2), 75–80. doi:10.1044/aac20.2.75
   Google Scholar
• 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, 22(4), 200–212. doi:10.1080/10400435.2010.492774
   PubMed Web of Science ®Google Scholar
• Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc.
   Google Scholar
• Dietz, A., Quach, W., Lund, S. K., & McKelvey, M. (2012). AAC assessment and clinical-decision making: The impact of experience. Augmentative and Alternative Communication, 28(3), 148–159. doi:10.3109/07434618.2012.704521
   PubMed Web of Science ®Google Scholar
• Douglas, N. F., Feuerstein, J. L., Oshita, J. Y., Schliep, M. E., & Danowski, M. L. (2022). Implementation science research in communication sciences and disorders: A scoping review. American Journal of Speech-Language Pathology, 31(3), 1054–1083. doi:10.1044/2021_AJSLP-21-00126
   PubMed Web of Science ®Google Scholar
• Douglas, S. N., West, P., & Kammes, R. (2020). The training experiences of augmentative and alternative communication practitioners in one midwestern state. Perspectives of the ASHA Special Interest Groups, 5(1), 219–230. doi:10.1044/2019_PERS-19-00053
   Google Scholar
• Edgar, D. L., & Rosa-Lugo, L. I. (2007). The critical shortage of speech-language pathologists in the public school setting: Features of the work environment that affect recruitment and retention. Language, Speech, and Hearing Services in Schools, 38(1), 31–46. doi:10.1044/0161-1461(2007/004)
   PubMed Web of Science ®Google Scholar
• Ewen, C., Jenkins, H., Jackson, C., Jutley-Neilson, J., & Galvin, J. (2021). Well-being, job satisfaction, stress and burnout in speech-language pathologists: A review. International Journal of Speech-Language Pathology, 23(2), 180–190. doi:10.1080/17549507.2020.1758210
   PubMed Web of Science ®Google Scholar
• Fleiss, J. L., Levin, B., & Paik, M. C. (2003). Statistical methods for rates and proportions. John Wiley & Sons, Inc.
   Google Scholar
• Ginsberg, S. M., Friberg, J., & Visconti, C. F. (2011). Scholarship of teaching and learning in speech-language pathology and audiology: Evidence-based education. Plural publishing.
   Google Scholar
• Hoffman, L. M., Ireland, M., Hall-Mills, S., & Flynn, P. (2013). Evidence-based speech-language pathology practices in schools: Findings from a national survey. Language, Speech, and Hearing Services in Schools, 44(3), 266–280. doi:10.1044/0161-1461(2013/12-0041)
   PubMed Web of Science ®Google Scholar
• Joginder Singh, S., Suhumaran, L. V., Skulski, K., & Ahmad Rusli, Y. (2022). Malaysian speech-language pathology students’ reflections about their participation in an AAC training program. AAC. Augmentative and Alternative Communication, 38(4), 236–244. doi:10.1080/07434618.2022.2141135
   PubMed Web of Science ®Google Scholar
• Johnson, R. K., & Prebor, J. (2019). Update on preservice training in augmentative and alternative communication for speech-language pathologists. American Journal of Speech-Language Pathology, 28(2), 536–549. doi:10.1044/2018_AJSLP-18-0004
   PubMed Web of Science ®Google Scholar
• Katz, L. A., Maag, A., Fallon, K. A., Blenkarn, K., & Smith, M. K. (2010). What makes a caseload (un)manageable? School-based speech-language pathologists speak. Language, Speech, and Hearing Services in Schools, 41(2), 139–151. doi:10.1044/0161-1461(2009/08-0090)
   PubMed Web of Science ®Google Scholar
• Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21(3), 195–204. doi:10.1080/07434610400006646
   Web of Science ®Google Scholar
• 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:10.1044/1058-0360.0303.13
   Google Scholar
• Kovacs, T. (2021). A survey of American speech-language pathologists’ perspectives on augmentative and alternative communication assessment and intervention across language domains. American Journal of Speech-Language Pathology, 30(3), 1038–1048. doi:10.1044/2020_AJSLP-20-00224
   PubMed Web of Science ®Google Scholar
• Light, J., McNaughton, D., & Caron, J. (2019). New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions. Augmentative and Alternative Communication, 35(1), 26–41. doi:10.1080/07434618.2018.1557251
   PubMed Web of Science ®Google Scholar
• Lund, S. K., & Light, J. (2007). Long-term outcomes for individuals who use augmentative and alternative communication: Part III – Contributing factors. Augmentative and Alternative Communication, 23(4), 323–335. doi:10.1080/02656730701189123
   PubMed Web of Science ®Google Scholar
• Marvin, L. A., Montano, J. J., Fusco, L. M., & Gould, E. P. (2003). Speech-language pathologists’ perceptions of their training and experience in using alternative and augmentative communication. Contemporary Issues in Communication Science and Disorders, 30(Spring), 76–83. doi:10.1044/cicsd_30_S_76
   Google Scholar
• McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276–282. doi:10.11613/BM.2012.031
   PubMed Web of Science ®Google Scholar
• Ratcliff, A., Koul, R., & Lloyd, L. 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:10.1044/1058-0360(2008/005)
   PubMed Web of Science ®Google Scholar
• Robinson, N. B., & Sadao, K. C. (2005). Person-focused learning: A collaborative teaching model to prepare future AAC professionals. Augmentative and Alternative Communication, 21(2), 149–163. doi:10.1080/07434610500103616
   Web of Science ®Google Scholar
• Sauerwein, A. M., & Burris, M. M. (2022). Augmentative and alternative communication course design and features: A survey of expert faculty and instructors. American Journal of Speech-Language Pathology, 31(1), 221–238. doi:10.1044/2021_AJSLP-20-00070
   PubMed Web of Science ®Google Scholar
• Simpson, K., Beukelman, D., & Bird, A. (1998). Survey of school speech and language service provision to students with severe communication impairments in Nebraska. Augmentative and Alternative Communication, 14(4), 212–221. doi:10.1080/07434619812331278386
   Google Scholar
• Siu, E., Tam, E., Sin, D., Ng, C., Lam, E., Chui, M., Fong, A., Lam, L., & Lam, C. (2010). A survey of augmentative and alternative communication service provision in Hong Kong. Augmentative and Alternative Communication, 26(4), 289–298. doi:10.3109/07434618.2010.521894
   PubMed Web of Science ®Google Scholar
• Soto, G., Müller, E., Hunt, P., & Goetz, L. (2001). Critical issues in the inclusion of students who use augmentative and alternative communication: An educational team perspective. Augmentative and Alternative Communication, 17(2), 62–72. doi:10.1080/aac.17.2.62.72
   Google Scholar
• 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:10.1080/07434610500103483
   Web of Science ®Google Scholar
• Thistle, J. J., & McNaughton, D. (2015). Teaching active listening skills to pre-service speech-language pathologists: A first step in supporting collaboration with parents of young children who require AAC. Language, Speech, and Hearing Services in Schools, 46(1), 44–55. doi:10.1044/2014_LSHSS-14-0001
   PubMed Web of Science ®Google Scholar
• Thomas, D. R. (2017). Feedback from research participants: Are member checks useful in qualitative research? Qualitative Research in Psychology, 14(1), 23–41. doi:10.1080/14780887.2016.1219435
   Web of Science ®Google Scholar
• Wormnæs, S., & Abdel Malek, Y. (2004). Egyptian speech therapists want more knowledge about augmentative and alternative communication. Augmentative and Alternative Communication, 20(1), 30–41. doi:10.1080/07434610310001629571
   Google Scholar
• Zabala, J. S. (2020). The SETT framework: A model for selection and use of assistive technology tools and more. In D. Chambers (Ed.), Assistive technology to support inclusive education (Vol. 14, pp. 17–36). Emerald Publishing Limited. doi:10.1108/S1479-363620200000014005
   Google Scholar
• Zangari, C., Lloyd, L., & Vicker, B. (1994). Augmentative and alternative communication: An historic perspective. Augmentative and Alternative Communication, 10(1), 27–59. doi:10.1080/07434619412331276740
   Google Scholar