Abstract
Autistic adults report communication access barriers related to the prioritization
of speech over all other forms of communication. Our participatory research team,
including autistic adults who use augmentative and alternative communication (AAC)
both part- and full-time, designed and administered a 35-question online survey to
examine school-based professionals' knowledge, training, and practices related to
AAC and autism. The current study reports a portion of the larger data set specific
to participants' definitions of speech terms related to autistic speech. A total of
567 participants completed the survey. Thematic analysis of participants' responses
to speech definitions revealed multiple themes, including a focus on speech without
implying or suggesting other forms of communication, speech production (mechanics),
communication functions (intentionality), deficits, and definitions that were exclusionary
in nature (e.g., identifying what the term did not define). Quantitative analysis
of definitions of autistic speech revealed the need for increased exposure to these
internal speech states for professionals working with autistic children. Increasing
school-based professionals' knowledge, including community-sourced knowledge, related
to autism and AAC, can improve access to AAC for speaking autistic students who may
benefit from AAC.
Keywords
autism - augmentative and alternative communication - school-based professionals -
communication access - participatory research
