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Exploring Classroom Factors and Augmentative and Alternative Communication Use in Qualitative Interviews
Emily D Quinn1, Kristi Atkins1, Alexandria Cook1
1Department of Pediatrics, Institute on Development and Disability, Oregon Health and Science University, Portland.
American Journal of Speech-Language Pathology
|July 25, 2023
Summary
Classroom context significantly impacts augmentative and alternative communication (AAC) use. Factors like teacher training, administrative support, and classroom demands influence AAC adoption for young children.
Area of Science:
- Early Childhood Education
- Special Education
- Speech-Language Pathology
Background:
- Augmentative and Alternative Communication (AAC) is crucial for children with communication impairments.
- Understanding classroom contextual factors is vital for effective AAC implementation.
Purpose of the Study:
- To explore classroom contextual factors influencing AAC use in early childhood settings.
- To identify barriers and facilitators to AAC implementation from educators' perspectives.
Main Methods:
- Qualitative study employing semistructured interviews with special education teachers and speech-language pathologists (SLPs).
- Inductive analysis using a constant comparative method with member checking for theme identification.
Main Results:
- Seven themes emerged, categorized as individual, classroom, or school-level factors.
- Individual factors: unavailable AAC systems, limited professional knowledge, disruptive behaviors.
- Classroom demands, school culture, team collaboration, and administrative support significantly influenced AAC use.
Conclusions:
- Collaborative teams, positive school culture, and administrative support enhance AAC adoption.
- Classroom demands and individualized AAC systems present implementation challenges.
- Addressing systemic and individual factors is key to successful AAC integration.
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