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Reported Barriers to Augmentative and Alternative Communication Service Delivery and Learning Preferences Among

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Speech-language pathologists (SLPs) face persistent barriers in providing augmentative and alternative communication (AAC) services, primarily due to knowledge gaps and time constraints. Training must align with SLPs

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Area of Science:

  • Speech-language pathology
  • Augmentative and Alternative Communication (AAC)
  • Healthcare professional training

Background:

  • Speech-language pathologists (SLPs) report significant challenges in delivering augmentative and alternative communication (AAC) services.
  • Existing training in graduate programs may not fully prepare SLPs for current AAC service delivery demands.
  • There's a need to understand the contemporary landscape of AAC service provision by SLPs.

Purpose of the Study:

  • To identify current characteristics of AAC service delivery as reported by SLPs.
  • To determine the primary barriers SLPs encounter when providing AAC services.
  • To understand SLPs' learning preferences for continuing education in AAC.

Main Methods:

  • A survey was distributed to SLPs holding the American Speech-Language-Hearing Association (ASHA) Certificate of Clinical Competence.
  • Survey invitations were disseminated via social media and ASHA Community discussion groups.
  • Data were collected from 530 predominantly general practice SLPs.

Main Results:

  • Participants reported that 1%-25% of their caseload involves AAC needs or intervention.
  • SLPs felt knowledgeable in over half of the assessed competency areas.
  • Key barriers identified were knowledge deficits, caseload demands, and time limitations; learning preferences varied widely.

Conclusions:

  • Barriers to AAC service delivery for SLPs have remained consistent over the past 15 years.
  • There is a lack of systematic support for SLPs in their role within the AAC team.
  • Future AAC training and continuing education should be tailored to SLPs' practical experience, competence levels, and learning preferences.