by Jennalyn Burke, MS, CCC-SLP (speech/language pathologist), NWACS guest blogger

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The views expressed in this post are that of the authors and do not necessarily reflect the views and policies of NWACS. No endorsement by NWACS is implied regarding any device, manufacturer, resource, or strategy mentioned.

As Speech Language Pathologists (SLPs), it is important that we look at our own discomfort to better serve our clients. ASHA Code of Ethics II.C. (2023) states,

“Individuals shall enhance and refine their professional competence and expertise through engagement in lifelong learning applicable to their professional activities and skills.”

We must be willing to recognize our unease and seek advice from colleagues when needed. Alternative and Augmentative Communication (AAC) and Assistive Technology (AT) Specialists can help bridge a gap for teams struggling with confidence working with AAC users. Part 1 of AAC Device Abandonment shares more. We must also demand action from our national organization. AAC/AT Specialists can lead the charge.

The Council of Academic Accreditation for Audiology and Speech-Language Pathology (CAA) provides standards for accreditation for graduate programs. Although they have specific wording about providing opportunities to learn about AAC (Standards 3.1.2B, 3.1.4B, and 3.1.5B), a full AAC course is not required for graduate students (2023, pg 18-20).

Barman, et al (2023) surveyed 726 graduate students on their AAC training and confidence level. They found that graduate students felt more confident with AAC when they had a variety of AAC training experiences. Also, Radcliffe, Koul, and Lloyd (2008) surveyed 168 graduate programs. 20% of programs had staff with minimal AAC experience and 34% had no staff with AAC experience. Despite the importance of this training and experience, the quantity and quality of coursework are not universal.

In Spring 2023, a review of every CAA accredited graduate program found that more than half of programs do not require a full course on AAC. Out of 298 currently accredited programs, the summary of AAC coursework is:

• 126 programs list one full credit required course

• 71 programs list a 2 credit (partial) course

• 19 programs list a 1 credit (partial) course

• 28 programs list an elective course

• 10 programs list a course combined with other areas of our field (such as “AAC and Motor Speech Disorders”

• 37 programs have no course listed

• 6 programs did not have their course list available to view on their website, and the status is unknown.

For those interested in more detail, you can review the compiled spreadsheet here.

Given the amount of SLPs whom are uncomfortable working with AAC and the increasing need for AAC users, it is time to demand action. Graduate programs should provide a full, required AAC course for all graduate students. This will lead to more confident clinicians and will benefit the people we serve.

References
American Speech-Language-Hearing Association. (2023). Code of ethics [Ethics]. Available from www.asha.org/policy/ Accessed 8/8/23

Barman, B. E., Dubasik, V. L., Brackenbury, T., Colcorda, D. J. (2023). Graduate students’ perceived preparedness and confidence to work with individuals who use augmentative and alternative communication. American Journal of Speech-Language Pathology, 32, 1165-118.

Council on Academic Accreditation. (2023, January). Standards for accreditation of graduate education programs in audiology and speech-language pathology. Council on Academic Accreditation. Available from AHSA. Accessed 8/8/23

Radcliff, A., Koul, R., and Lloyd, L. L. (2008). Preparation in augmentative and alternative communication: An update for speech-Language pathology training. American Journal of Speech-Language Pathology, 17, 48-59.

Related blog posts in this series: