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Area of Science:

  • Speech-Language Pathology
  • Augmentative and Alternative Communication (AAC)

Background:

  • Practicing speech-language pathologists (SLPs) report insufficient preparedness to provide augmentative and alternative communication (AAC) services.
  • This perceived lack of preparedness highlights potential gaps in graduate training for AAC.
  • There is a critical need for enhanced clinical education and training for SLPs in AAC.

Approach:

  • A literature review examined current evidence on best practices in clinical education and AAC training for SLPs.
  • A collaborative model for AAC preservice clinical education was developed based on the literature review.
  • Recommendations are provided for practicing SLPs to effectively train preservice clinicians in AAC.

Key Points:

  • Guidance for clinical educators training preservice clinicians in AAC is limited.
  • The proposed collaborative model offers a structured approach to developing AAC clinical competence in trainees.
  • The article provides specific recommendations for AAC training within speech-language pathology programs.

Conclusions:

  • The collaborative model serves as a roadmap for SLPs to enhance the AAC clinical skills of preservice clinicians.
  • Further research is necessary to validate the effectiveness of the proposed AAC clinical education model.
  • Improved AAC training is crucial for equipping future SLPs to support individuals with complex communication needs.