"I Don't Think You Can Really Understand It Until You Put It to Action": School-Based SLPs' Reflections on Graduate and Continuing Education in AAC

Autor/inn/en	Thistle, Jennifer J.; Thiessen, Amber; Hart, Jeffery
Titel	"I Don't Think You Can Really Understand It Until You Put It to Action": School-Based SLPs' Reflections on Graduate and Continuing Education in AAC
Quelle	In: Augmentative and Alternative Communication, 39 (2023) 4, S.270-281 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thistle, Jennifer J.) ORCID (Thiessen, Amber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-4618
DOI	10.1080/07434618.2023.2220794
Schlagwörter	Augmentative and Alternative Communication; Speech Language Pathology; Allied Health Personnel; Allied Health Occupations Education; Graduate Study; Continuing Education; Work Experience; Professional Development; Educational Needs; Barriers; Assistive Technology; Job Skills; Knowledge Level + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Weiterbildung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Educational need; Bildungsbedarf; Produktive Fertigkeit; Wissensbasis
Abstract	Graduate programs have made strides to improve augmentative and alternative communication (AAC) learning opportunities for pre-service speech-language pathologists (SLPs). In addition, a number of continuing education opportunities are available to practicing SLPs; however, many still report feeling underprepared to serve clients with AAC needs. The purpose of this study was to describe school-based SLPs' perspectives regarding their graduate training, on-the-job experience, and ongoing professional development needs related to AAC. Semi-structured interviews were completed with 17 school-based SLPs. Interviews were recorded and transcribed verbatim. Using a phenomenological approach, key themes emerged related to AAC knowledge and skills including a need for SLPs to rely on a framework for decision making, the importance of interprofessional training, and difficulties with staying abreast of new technology. The researchers present recommendations of principles and concepts for instructors to include in graduate AAC courses, as well as professional development considerations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01