Preparation in Augmentative and Alternative Communication: An Update for Speech-Language Pathology Training Purpose To report on data from the current survey about academic and clinical education in augmentative and alternative communication (AAC), as well as to compare these findings with earlier surveys in an attempt to identify any changes being made as programs in the United States implement the new certification standards ... Research Article
Research Article  |   February 01, 2008
Preparation in Augmentative and Alternative Communication: An Update for Speech-Language Pathology Training
 
Author Affiliations & Notes
  • Ann Ratcliff
    Central Michigan University, Mount Pleasant
  • Rajinder Koul
    Texas Tech University Health Sciences Center, Lubbock
  • Lyle L. Lloyd
    Purdue University, West Lafayette, IN
  • Contact author: Ann Ratcliff, Department of Communication Disorders, Central Michigan University, Mount Pleasant, MI 48859. E-mail: ann.e.ratcliff@cmich.edu.
Article Information
Augmentative & Alternative Communication / Research Articles
Research Article   |   February 01, 2008
Preparation in Augmentative and Alternative Communication: An Update for Speech-Language Pathology Training
American Journal of Speech-Language Pathology, February 2008, Vol. 17, 48-59. doi:10.1044/1058-0360(2008/005)
History: Received July 9, 2006 , Revised March 1, 2007 , Accepted July 19, 2007
 
American Journal of Speech-Language Pathology, February 2008, Vol. 17, 48-59. doi:10.1044/1058-0360(2008/005)
History: Received July 9, 2006; Revised March 1, 2007; Accepted July 19, 2007
Web of Science® Times Cited: 11

Purpose To report on data from the current survey about academic and clinical education in augmentative and alternative communication (AAC), as well as to compare these findings with earlier surveys in an attempt to identify any changes being made as programs in the United States implement the new certification standards of the American Speech-Language-Hearing Association in the area of speech-language pathology.

Method A survey was sent to all speech-language pathology training programs in the United States via e-mail directed to program directors or faculty teaching in AAC.

Results A total of 168 surveys were returned, for a return rate of 57.93%. Seventy-three percent of the respondents had a separate course in AAC, and 80% indicated AAC content was infused in other courses.

Conclusions Academic preparation in AAC, while varying across academic programs, has in general increased over the past decade. Data also suggested a continuing critical need for more academic and clinical preparation in this area.

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