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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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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 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.