Preparation in augmentative and alternative communication: an update for speech-language pathology training

Area of Science:

• Speech-Language Pathology
• Augmentative and Alternative Communication (AAC)

Background:

• The American Speech-Language-Hearing Association (ASHA) has introduced new certification standards for speech-language pathology programs.
• These standards necessitate a review of current academic and clinical education in Augmentative and Alternative Communication (AAC).

Purpose of the Study:

• To survey current academic and clinical education in AAC within US speech-language pathology programs.
• To compare current AAC educational data with previous surveys.
• To identify changes in AAC preparation following the implementation of new ASHA certification standards.

Main Methods:

• A survey was distributed electronically to program directors and faculty involved in AAC education at all US speech-language pathology training programs.
• Data from 168 returned surveys were analyzed, representing a 57.93% return rate.

Main Results:

• Seventy-three percent of surveyed programs offer a dedicated course in AAC.
• Eighty percent of programs reported that AAC content is integrated into other relevant courses.
• A general increase in AAC academic preparation was observed over the last decade.

Conclusions:

• While academic preparation in AAC has generally improved across programs, there is significant variation.
• A continuing critical need for enhanced academic and clinical training in AAC is evident.
• Further development of AAC curricula is recommended to meet evolving professional standards and clinical demands.