What is it about?
This article summarized the current evidence about clinical education in AAC and utilized this information to present a collaborative model of AAC clinical education. There is a great need for improved preservice education in AAC. The model in this article outlined the progression of AAC clinical skill acquisition and provided concrete strategies for the development of clinical competence at each stage. Case examples were used to illustrate the application of this model in practice.
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Why is it important?
There is a pressing need for improved training in the delivery of AAC services by speech-language pathologists. To date, the field provides limited guidance to support clinical instruction in AAC, particularly at the preservice level. Yet, AAC users are amongst the most challenging to serve and it is important that professionals are confident and competent in their services. Hence, this collaborative model aims to fill this gap.
Perspectives
This model grew out of a need for us to re-consider AAC training within our own setting. In our experience this model provides a useful roadmap for clinical education in AAC. We hope that this model is useful to other clinical educators in the field.
Savanna Brittlebank
Pennsylvania State University
Read the Original
This page is a summary of: Developing Augmentative and Alternative Communication Competence in Preservice Speech-Language Pathologists: A Collaborative Model for Clinical Educators, American Journal of Speech-Language Pathology, October 2023, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2023_ajslp-23-00125.
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