Perspectives of Families and School-Based Speech-Language Pathologists on the Augmentative Alternative Communication (AAC) Experience

Abstract

This study compared the perspectives of pair-matched school-based speech language pathologists (SLPs) and families of students who use speech-generating devices (SGDs). Data was collected via an online survey that gathered information related to six domains: the assessment process, the support provided by the SLP, the student’s goals, the family and SLP’s knowledge and perceptions of the SGD, the student’s use of the SGD, and family-centered services. Thirteen pairs of SLPs and parents responded to the survey. Their responses were compared to calculate percent agreement within each pair. An additional 31 SLPs and 9 parents, who did not create pairs, also completed the survey. Their responses were analyzed separately. Results revealed that there was an overall high level of agreement within pairs, indicating parents and SLPs had similar views on the AAC experience. However, responses from unpaired SLPs and family members were variable. In particular, parents who responded whose SLP did not, reported having very different views from their child’s SLP and indicated overall dissatisfaction with the services their child received from the SLP. Clinical implications for SLPs include seeking continuing education opportunities to develop their knowledge and skills in the areas of augmentative and alternative communication (AAC) and family-centered services. There is a need for professionals to provide family-centered services, particularly by understanding family’s preferences for support, as well as the family’s priorities for their child’s communication. Furthermore, the need for SLPs to train other professionals in the school setting to support students who use AAC is also discussed.