SLPs’ perceptions of augmentative and alternative communication (AAC) for verbal children with autism

Abstract

There are three types of speech experienced by verbal individuals with autism spectrum disorder (ASD): intermittent speech, unreliable speech, and insufficient speech. Speaking individuals with autism make use of various communication methods including augmentative and alternative communication (AAC) to supplement their communication. Although limited academic research was found on this topic, various autism advocates have voiced their experience with discovering AAC as adults or on their own. According to Evidence-Based Practice (EBP), the client’s perspective should also be part of the clinician’s professional practice. Participants targeted were speech and language pathologists (SLPs’) as they play an important role in access to AAC. This study aimed to explore the perception of local Maltese SLPs working with the Ministry of Health and Aġenzija Sapport regarding the consideration of AAC for speaking children with autism. Therefore, this study intends to fill in the gap concerning AAC and verbal children with autism using an explanatory sequential mixed method study. This study comprised of a questionnaire as the quantitative phase and a focus group as the qualitative phase of the study; data mixing was carried out after analysing the results from each phase. Quantitative results were analysed using statistical tests, whilst qualitative data was analysed using the Thematic analysis; data mixing was carried out after analysing the results from each phase. Results demonstrate that the SLPs’ perceptions significantly influence the consideration of AAC, and that SLPs may unknowingly act as gatekeepers in deciding who should access AAC services. A set of criteria appears to be utilised for determining AAC eligibility, despite research indicating that the consideration of AAC should not reply on prerequisites. Additionally, high-tech AAC is highly valued among SLPs, along with the importance of multimodal communication. Results also show that obtaining AAC training outside of University positively influences the SLPs’ perception of AAC. This research highlights the crucial role of SLPs in the decision-making process and in providing access to AAC for speaking individuals with ASD. Furthermore, it paves the way for future research, such as on how local individuals with ASD and their parents may view AAC, and the assessment process utilised by SLPs.