Preservice Augmentative and Alternative Communication Coursework Across 311 Speech-Language Pathology Graduate Programs

Authors

Brandon S. Eddy, Portland State UniversityFollow
Emily Sorensen, Multnomah Early Childhood ProgramFollow
Mariel Pinto, University of WashingtonFollow

Abstract

Speech-language pathologists often report a lack of preparedness to provide augmentative and alternative communication (AAC) services, suggesting the need for improved graduate level training. Recent studies of AAC coursework offerings found 86% to 88% of programs offered AAC coursework, but these studies relied on survey methods with limited numbers of responses. This study examined AAC course offerings at 311 graduate programs using website and course catalog reviews, supplemented by direct contact with departments when dedicated AAC courses could not be found using online resources. Of these, 282 (90.68%) offered a dedicated AAC course, and 16 (5.14%) offered AAC in combination with another topic. Among those offering dedicated courses, semester credit hours varied from 0.67 to 4, they were primarily offered in the second year of the graduate program, and 235 (83.33%) required students to take the course. This study provides the most comprehensive review of AAC course offerings nationally to date with respect to sample size. Variation in AAC course design features across universities, such as course credit hours and the term the course is offered, may contribute to disparate preparedness. Further research in scholarship of teaching and learning for AAC coursework and preservice training is essential to improve preparedness to serve clients with AAC needs.

Recommended Citation

Eddy, B. S., Sorensen, E., & Pinto, M. (2024). Preservice Augmentative and Alternative Communication Coursework Across 311 Speech-Language Pathology Graduate Programs. Teaching and Learning in Communication Sciences & Disorders, 8(3). DOI: https://doi.org/10.61403/2689-6443.1310