Update on Preservice Training in Augmentative and Alternative Communication for Speech-Language Pathologists
- Resource Type
- Authors
- Jessica Prebor; Rachel K. Johnson
- Source
- American Journal of Speech-Language Pathology. 28:536-549
- Subject
- Linguistics and Language
Speech-Language Pathology
Communication Aids for Disabled
Health Personnel
MEDLINE
030507 speech-language pathology & audiology
03 medical and health sciences
Speech and Hearing
Nonverbal communication
Education, Professional
Surveys and Questionnaires
Developmental and Educational Psychology
Humans
Nonverbal Communication
Curriculum
Medical education
05 social sciences
050301 education
Augmentative and alternative communication
Otorhinolaryngology
Educational Status
Clinical Competence
Clinical competence
0305 other medical science
Psychology
0503 education
- Language
- ISSN
- 1558-9110
1058-0360
Purpose This is a report of the data from a current survey of academic programs in the United States, which provide preservice training in augmentative and alternative communication (AAC) for speech-language pathologists in the United States. A comparison of these findings to the last reported survey was made to identify changes and areas in need of further improvement following implementation of the recent changes to the American Speech-Language-Hearing Association Certification Standards of Clinical Practice. Method A survey was distributed to 279 speech-language pathology graduate training programs in the United States identified from the Council on Academic Accreditation program list. Results A total of 79 survey responses were received for a 28.4% response rate. There was a statistically significant increase in the percentage of programs reported to provide at least 1 course with primary content in AAC compared to the last survey performed. The reported inclusion of AAC content in other courses has also increased, and several programs report multiple AAC courses are now offered for specialized training. The majority of the programs report that less than half of the students graduate with clinical hours in AAC. The number of training grants and doctoral training remains limited to a few programs. Conclusion Academic programs have increased the preservice training in AAC over the past decade. Data indicate a critical need for clinical experience and doctoral training to meet the growing demands of speech-language pathologists.