Effects of Online Professional Development in Augmentative and Alternative Communication for Special Education Teachers and Speech Language Pathologists

Abstract

The needs of students receiving special education services have changed significantly over the past decade, and have required more specialized training for special education professionals. Students with complex communication support needs require highly trained professionals who are aware of potential communication interventions and strategies. This study evaluated the effects of an online professional development program designed for special education teachers and speech language pathologists who work with students who require augmentative and alternative communication supports. A switching replication research design was used with 21 speech language pathologists and 12 special education teachers to evaluate effects of the program on participant content-knowledge and self-efficacy (i.e., self-confidence) regarding the targeted content. Significant differences were found in relation to increases in knowledge and self-efficacy across participants in both professions. Results support previous research that online professional development is effective at increasing knowledge, and supports the hypothesis that it also increases self-efficacy. It should be noted that the researcher only researched increases in knowledge and self-efficacy and not actual teacher and therapist performance on targeted skills. Future research should look at the impact of online professional development on actual job performance of targeted skills.