Linking Clinic With Classroom in Intensive Focused Preservice Education on Augmentative and Alternative Communication

Area of Science:

• Speech and Language Pathology
• Special Education
• Graduate Medical Education

Background:

• Augmentative and Alternative Communication (AAC) training is crucial for graduate students.
• Integrating clinical practice with academic learning can enhance skill development.
• Problem-based learning principles can be applied to AAC education.

Purpose of the Study:

• To describe a graduate-level AAC course combining clinical training and academic instruction.
• To present preliminary data on graduate students' perceptions of the course and their AAC competencies.
• To evaluate the impact of the AAC course on students' self-efficacy in providing AAC services.

Main Methods:

• A pilot study involving 43 graduate students in an intensive AAC course.
• Course content included AAC fieldwork (clinical service, caregiver training) and academic instruction.
• Problem-based learning was utilized for course delivery.
• Student perceptions and self-efficacy in AAC were assessed via a survey.

Main Results:

• 38 out of 43 students felt competent or strongly competent due to the embedded AAC fieldwork.
• AAC fieldwork was the most liked component of the course by all respondents.
• Student self-efficacy ratings in AAC services significantly increased after the course and at follow-up compared to pre-course levels.

Conclusions:

• Compulsory fieldwork integrated into AAC training significantly enhances graduate students' perceived competence and preparedness.
• The study underscores the importance of practical, hands-on experience in developing confident AAC professionals.
• Findings support the inclusion of mandatory clinical components in graduate-level AAC education programs.