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Augmentative and alternative communication (AAC) use in schools varied among students with complex communication needs. While AAC supported various communication functions, especially in academics, more research is needed to bridge the research-to-practice gap.

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Area of Science:

  • Speech and Language Pathology
  • Special Education
  • Assistive Technology

Background:

  • A significant research-to-practice gap exists in augmentative and alternative communication (AAC) implementation within school settings.
  • Limited research explores how AAC systems promote communicative competence in students with complex communication needs.

Purpose of the Study:

  • To investigate the utilization of AAC by elementary-age students with complex communication needs during daily school routines.
  • To understand the practical application and effectiveness of AAC in real-world educational environments.

Main Methods:

  • A case study approach involving observations of five students (autism, intellectual disability) in school settings.
  • Documented communication functions, AAC system types, accessibility, and contexts of use.
  • Conducted supplemental interviews with special education teachers and speech-language pathologists.

Main Results:

  • Diverse AAC modes were employed by students across various communicative functions, excluding social closeness.
  • AAC use was predominantly observed during academic activities.
  • Discrepancies were noted between observational data and interview responses regarding AAC implementation.

Conclusions:

  • Findings offer insights into AAC usage patterns for students with complex communication needs in elementary schools.
  • Further research is recommended across diverse student populations, classrooms, and school settings.
  • Implications and recommendations are provided for AAC teams and researchers to enhance practice and future studies.