Tales from School Trenches: AAC Service-Delivery and Professional Expertise

ABSTRACT

School-based speech-language pathologists work with a broad spectrum of students with varying needs. Recent reports indicate that ~50% of speech-language pathologists working in school settings have students who use augmentative and alternative communication (AAC) on their caseloads. Therefore, AAC service-delivery continues to emerge as an area of great interest and concern in the school setting. As researchers and clinicians strive to validate and provide high-quality AAC services, it is important to examine current AAC service-delivery issues in the schools. Several recent investigations include data that describe current trends and issues in AAC service provision. This article will use findings from several recent reports and investigations as a basis for (a) presenting contemporary issues relating to AAC service-delivery and professional expertise in the schools and (b) exploring practical future directions for AAC clinicians and researchers.

KEYWORDS

Augmentative and alternative communication - demographics - personnel preparation - schools - speech-language pathologists

REFERENCES

• 1 American Speech-Language-Hearing Association .Roles and responsibilities of speech-language pathologists with respect to augmentative and alternative communication: position statement. 2005 http://Available at: www.asha.org/policy
• 2 Beukelman D R, Mirenda P. Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. 3rd ed. Baltimore, MD; Paul H. Brookes 2005
• 3 Downing J. Inclusive education for high school students with severe intellectual disabilities: supporting communication.  Augment Altern Commun. 2005;  21 132-148
• 4 Stark C, Kent-Walsh J, Binger C. School-based AAC service delivery survey: demographics, service-delivery and SLP training. Presented at: the annual convention of the American Speech-Language-Hearing Association November 15–17, 2007 Boston, MA;
• 5 Fallon K A, Katz L. Written language & AAC in the schools: a national survey. Presented at: Annual Convention of the American Speech-Language-Hearing Association November 15–17, 2007 Boston, MA;
• 6 Simpson K, Beukelman D, Bird A. Survey of school speech and language service provision to students with severe communication impairments in Nebraska.  Augment Altern Commun. 1998;  14 212-221
• 7 Binger C, Light J. Demographics of preschoolers who require AAC.  Lang Speech Hear Serv Sch. 2006;  37 200-208
• 8 Dowden P, Alarcon N, Vollan T, Cumley G, Kuehn C, Amtmann D. Survey of SLP caseloads in Washington State schools: implications and strategies for action.  Lang Speech Hear Serv Sch. 2006;  37 104-117
• 9 Lund S, Light J. Long-term outcomes for individuals who use augmentative and alternative communication: part III—contributing factors.  Augment Altern Commun. 2007;  23 323-335
• 10 Huer M B. Examining perceptions of graphic symbols across cultures: preliminary stufy of the impact of culture/ethnicity.  Augment Altern Commun.. 2000;  16 180-185
• 11 Huer M B, Parette H P, Saenz T I. Conversations with Mexican Americans regarding children with disabilities and augmentative and alternative communication.  Commun Disord Q. 2001;  22 197-206
• 12 Soto G, Muller E, Hunt P, Goetz L. Professional skills for serving students who use AAC in general education classrooms: a team perspective.  Lang Speech Hear Serv Sch. 2001;  32 51-56
• 13 Johnson J, Inglebret E, Jones C, Ray J. Perspectives of speech language pathologists regarding successes versus abandonment of AAC.  Augment Altern Commun. 2006;  22 85-99
• 14 Ratcliff A, Koul R, Lloyd L. Preparation in augmentative and alternative communication: an update for speech-language pathology training.  Am J Speech Lang Pathol. 2008;  17 48-59
• 15 Soto G, Muller E, Hunt P, Goetz L. Critical issues in the inclusion of students who use augmenative and alternative communication: an educational team perspective.  Augment Altern Commun. 2001;  17 62-72
• 16 Cumley G D, Robinson N B. Perspectives on teaching AAC. In: Cumley G, Robinson NB Perspectives on Augmentative and Alternative Communication; No. 13(2). Rockville, MD; American Speech-Language-Hearing Association Special Interest Division 12 2004: 2-3
• 17 American Speech Hearing Association .Background information and standards and implementation for the certificate of clinical competence in speech language pathology. 2005. Available at: http://www.asha.org/about/membership-certification/handbooks/slp/slp_standards_new.htm Accessed February 28, 2008
• 18 Kent-Walsh J, McNaughton D. Communication partner instruction in AAC: present practices and future directions.  Augment Altern Commun. 2005;  21 195-204

1 It should be noted that all speech-language pathologists working in a large metropolitan school district in Florida were invited to complete the Web-based survey, which contained questions relating to caseloads, student demographics, and AAC training. Ninety-one of the 201 possible respondents participated in the investigation, yielding a 45% return rate.