Utilization of a single preferred AAC system in US schools

Area of Science:

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

Background:

• The adoption of a unified Augmentative and Alternative Communication (AAC) system across educational settings is a growing trend.
• There is a need to understand the implications of implementing such systems on decision-making processes and student support.
• Current practices may lack standardized criteria for selecting and implementing AAC systems.

Purpose of the Study:

• To compare stakeholder input frequency when a single AAC system is used versus when it is not.
• To investigate data collection practices associated with single AAC system implementation.
• To determine if criteria are specified for student AAC support levels and evaluation.

Main Methods:

• An online survey was distributed to professionals providing AAC services in schools.
• The survey collected data on the use of single AAC systems, stakeholder involvement, data collection, and criteria for support.
• Statistical analysis was performed on 221 respondents' data.

Main Results:

• Only 17.19% of respondents reported using a single AAC system.
• Professionals using a single system were less likely to involve other professionals, families, and students in decision-making.
• Data collection and clearly defined criteria for success or further evaluation were reported inconsistently (28.9% and 23.7% respectively).

Conclusions:

• The adoption of a single AAC system may inadvertently decrease collaborative decision-making and reliance on empirical data.
• Qualitative data suggest that AAC device selection often depends on trial-and-error and clinical judgment rather than objective criteria.
• Further research is needed to develop and implement evidence-based practices for single AAC system adoption in schools.