Graduate Students' Perceived Preparedness and Confidence to Work With Individuals Who Use Augmentative and Alternative Communication

Abstract

Purpose: Previous research shows that practicing speech-language pathologists do not feel confident working with augmentative and alternative communication (AAC) users. Studies examining the content of speech-language pathology graduate programs show that there has been an increase in AAC coursework and experiences offered during graduate training. What has not yet been determined is whether these requirements have influenced students' feelings of preparedness to work with AAC users. The purpose of this study was to examine speech-language pathology master's students' perceived preparedness and confidence to work with AAC users in relation to their educational experiences. Method: A total of 726 graduate students completed a 25-item survey that solicited descriptions of their AAC training, coursework, and clinical experience, as well as their preparedness and confidence to work with AAC users after graduation. Results: Analyses revealed statistically significant relationships between types and number of types of training experiences with feelings of preparedness and confidence. Results indicated that many participants did not feel prepared or confident to work with AAC users after graduation and that those with a greater variety of training experiences felt more prepared and confident to work with AAC users after graduation. Conclusion: The results enhance our understanding of the types and number of types of clinical experiences that might increase students' preparedness and confidence to work with AAC users.