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Practical Methodology of Cognitive Tasks Within a Navigational Assessment

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Preservice speech-language pathologists' learning outcomes with speech-generating devices.

Elizabeth M Leatherman¹, Nancy C Brady¹, Jane R Wegner¹

¹Department of Speech-Language-Hearing: Sciences & Disorders, University of Kansas, Lawrence, KS, USA.

Augmentative and Alternative Communication (Baltimore, Md. : 1985)

|June 25, 2025

Summary

This summary is machine-generated.

This study found that self-guided, hands-on practice with speech-generating devices (SGDs) effectively improved preservice speech-language pathologists

Keywords:

Augmentative and alternative communication learning outcomes preservice education speech-generating device teaching and learning

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Area of Science:

Augmentative and Alternative Communication (AAC)
Speech-Language Pathology Training
Assistive Technology

Background:

Limited understanding exists regarding effective teaching methods for preservice speech-language pathologists (SLPs) in Augmentative and Alternative Communication (AAC).
Professional preparedness for AAC services hinges on SLPs' competence with AAC systems, particularly speech-generating devices (SGDs).

Purpose of the Study:

To evaluate the efficacy of a self-guided, hands-on learning module in enhancing preservice SLPs' competence with a specific speech-generating device (SGD).

Main Methods:

Fifteen undergraduate speech-language hearing students engaged in up to 75 minutes of self-guided exploration of an SGD and support materials.
Post-exploration, participants demonstrated operational and linguistic features of the SGD to assess learning outcomes.
Performance was analyzed descriptively, with no significant differences noted for participants with prior clinical experience.

Main Results:

Participants successfully demonstrated a majority of the assessed operational and linguistic features of the SGD.
Competence with operational features was generally higher than with linguistic features.

Conclusions:

Self-guided, hands-on learning experiences significantly improve preservice SLPs' knowledge and skills related to SGD features.
Recommendations are provided for integrating effective hands-on SGD learning into preservice training curricula.