Talk the Talk(er): What Predicts AAC Readiness in Special Education?

Jacqueline Marchese

Co-Presenters: Individual Presentation

College: College of Health Professions and Human Services

Major: SLPD.SPCHLANGPATH

Faculty Research Mentor: Patten, Sarah  

Abstract:

Within classroom settings, special education teachers serve as primary communication partners for students who use augmentative and alternative communication (AAC), supporting communication during academic instruction, daily routines, and peer interactions. Despite this central role, research consistently documents limited AAC preparation and low confidence using AAC devices among educators (Da Fonte et al., 2022; Leatherman & Wegner, 2022). Although AAC training gaps have been examined among speech-language pathology graduate students (Barman et al., 2023; DeJarnette & Wegner, 2020), less is known about how readiness to implement AAC develops across stages of special education preparation and practice. Prior research suggests that professional experience alone may not ensure applied competence in AAC implementation (Aldabas, 2020; Quinn et al., 2023).The purpose of this study is to examine whether hands-on experience, formal AAC training exposure, or a combination of both are associated with perceived and demonstrated AAC readiness. Graduate special education students and practicing teachers completed an online survey assessing self-reported AAC confidence, perceived preparedness, and documented training exposure (e.g., coursework, continuing education, supervision, and implementation experience). Participants also completed a brief video-based AAC observation task in which they viewed a child using an AAC device and rated specific communication behaviors using a structured scoring tool. Analyses examine differences in confidence and observation scores across groups, predictors of observation performance, and alignment between self-reported confidence and demonstrated ability.By distinguishing between experience, structured training, and interdisciplinary collaboration with speech-language pathologists, this study seeks to clarify factors associated with AAC readiness across career stages.