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Graduate Students' Perceived Preparedness and Confidence to Work With Individuals Who Use Augmentative and

Brooke E Barman¹, Virginia L Dubasik¹, Tim Brackenbury¹

¹Department of Communication Sciences and Disorders, Bowling Green State University, OH.

American Journal of Speech-Language Pathology

|March 17, 2023

Summary

Speech-language pathology graduate students often lack confidence working with augmentative and alternative communication (AAC) users. Diverse training experiences significantly boost students

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Area of Science:

Speech-Language Pathology
Augmentative and Alternative Communication (AAC)

Background:

Practicing speech-language pathologists report low confidence in working with AAC users.
Graduate programs in speech-language pathology have increased AAC coursework and training experiences.
The impact of these educational changes on student preparedness for AAC practice remains unclear.

Purpose of the Study:

To investigate speech-language pathology master's students' self-perceived preparedness and confidence levels when working with AAC users.
To examine the relationship between students' educational experiences and their confidence in using AAC.

Main Methods:

A survey was administered to 726 graduate students.
The survey collected data on AAC training, coursework, clinical experience, and perceived preparedness and confidence.

Main Results:

Statistically significant correlations were found between the variety of training experiences and feelings of preparedness and confidence.
A majority of participants reported feeling unprepared or unconfident to work with AAC users post-graduation.
Students with a wider range of training experiences reported higher levels of preparedness and confidence.

Conclusions:

The findings highlight the importance of diverse clinical experiences in preparing future speech-language pathologists for AAC practice.
Understanding the specific types and quantity of experiences is crucial for enhancing student confidence and competence in AAC.