School-Based Professionals' Knowledge of Autistic Speech and Augmentative and Alternative Communication Decision...

Area of Science:

• Speech-Language Pathology
• Developmental Psychology
• Special Education

Background:

• Autistic adults face communication barriers due to speech prioritization.
• Augmentative and Alternative Communication (AAC) offers vital support for autistic individuals.
• Existing professional knowledge on AAC for autism requires further investigation.

Purpose of the Study:

• To assess school-based professionals' understanding and practices regarding AAC and autism.
• To analyze definitions of "autistic speech" among survey participants.
• To identify gaps in training and knowledge for supporting autistic students using AAC.

Main Methods:

• A 35-question online survey was developed and administered by a participatory research team, including autistic adults who use AAC.
• 567 school-based professionals completed the survey.
• Thematic and quantitative analyses were performed on survey responses concerning speech definitions and AAC practices.

Main Results:

• Analysis of "autistic speech" definitions revealed themes centered on speech mechanics, communication functions, deficits, and exclusionary concepts.
• Professionals' definitions often excluded non-speech communication modalities.
• Quantitative findings indicated a need for greater professional exposure to the internal speech states of autistic children.

Conclusions:

• Enhancing school professionals' knowledge of autism and AAC is crucial for improving communication access.
• Training should encompass diverse communication forms beyond spoken language.
• Increased understanding of AAC can benefit autistic students who are verbal but may still require AAC support.