The Training Experiences of Augmentative and Alternative Communication Practitioners in One Midwestern State

Abstract

Purpose Services for children with complex communication needs require well-trained practitioners. Yet, research shows that augmentative and alternative communication (AAC) practitioners often receive insufficient preservice training for direct services to these children. Therefore, we explored the preservice and in-service training experiences of AAC practitioners to inform improvements in practitioner training and ultimately improve services for individuals with complex communication needs. Method A focus group study was conducted with AAC practitioners (three focus groups with 13 AAC practitioners in total) in one midwestern U.S. state to explore preservice and in-service training experiences and gain knowledge to inform future training efforts. Constant comparative analysis was used to analyze data gathered from the focus groups. Results This study highlighted important gaps in preservice and in-service training for AAC practitioners, barriers related to AAC training, and suggestions for improving AAC training. Conclusions This study provides important insights into ways AAC practitioner training might improve. We provide clinical implications and future research directions to continue improving AAC practitioner preparation and subsequent services for individuals with complex communication needs.