Abstract
Although preservice SLPs are required to receive training in AAC as part of their preparation, there is limited understanding of what teaching and learning methods are effective in developing preservice SLPs’ competence in this area, including their competence with AAC systems. This study explored how preservice SLPs engage in hands-on learning experiences with a speech-generating device (SGD). Fifteen undergraduate students majoring in speech-language-hearing completed a brief online introductory module on AAC and then engaged in a think-aloud task with an SGD. Qualitative analysis was used to develop grounded theory that explained students’ hands-on learning process. The emerging theory revealed a process of evaluative trialing, in which preservice SLPs planned and trialed goals on the SGD, processed information from support materials and their experience, anchored their learning in prior experiences or hypothetical scenarios, and evaluated their understanding of the SGD and their progress during hands-on learning. Understanding students’ learning process can help course instructors and clinical preceptors design learning experiences and select teaching methods to support the development of AAC competencies in preservice SLPs, which may ultimately lead to improved service provision for AAC users.
Recommended Citation
Leatherman, E. M.,
Gasvoda, S.,
Wegner, J. R.,
&
Brady, N. C.
(2026).
Evaluative Trialing: A Grounded Theory of Preservice Speech-Language Pathologists’ Learning Processes with Speech-Generating Devices.
Teaching and Learning in Communication Sciences & Disorders, 10(1).
DOI: https://doi.org/10.61403/2689-6443.1432
