Date of Award

December 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Shannon Grave

Abstract

The ability to communicate in meaningful and acceptable ways is fundamental to participation in our society. Many individuals with intellectual and developmental disabilities (IDD) experience significant difficulty in communicating effectively. One of the most common supports for students with IDD is augmentative and alternative communication (AAC) systems. The use of AAC “incorporates the individual’s full communication abilities and may include existing speech or vocalizations, gestures, manual signs, and aided communication” (ASHA, 2015). For many individuals with severe disabilities, AAC is the primary option they have to express their needs and communicate with others (Mehr, 2017).

Special education teachers, general education teachers, speech-language pathologists (including speech-language pathology assistants), and paraprofessionals are essential team members in the provision of services to students with complex communication needs. Professional competencies related to AAC implementation and use have been outlined for speech-language pathologists and special education teachers as part of their professional standards. Additionally, paraprofessional support roles have evolved in the United States as inclusive practices have expanded. The increased roles and responsibilities for paraprofessionals has also resulted in paraprofessionals also delivering instruction and becoming communication partners for students with complex communication needs (Beukelman & Mirenda, 2006). Evidence-based practices in AAC emphasize the importance of an interdisciplinary team approach that includes special education teachers, speech-language pathologists (SLPs), paraprofessionals, and other relevant stakeholders (Beukelman & Light, 2020; Da Fonte et al., 2022).

Despite efforts to include competencies related to AAC for special education teachers, speech-language pathologists, and paraprofessionals, it remains unclear what extent these professionals have knowledge, skills, and confidence in the implementation and use of AAC in the classroom. Coupled with this uncertainty and the existing gaps in literature, using web-based surveys, this study aims to examine the perspectives of special education teachers, paraprofessionals, and speech-language pathology assistants before and after a professional development opportunity in one school district. This study provides important insights into the value of training in AAC for school staff responsible for the provision of services to students with complex communication needs. The researcher provides clinical implications and recommendations for future research directions to improve practitioner preparation, educational outcomes, and services for individuals with complex communication needs in the development a comprehensive professional development program in AAC.

Available for download on Sunday, January 17, 2027

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