Clinical Practice Patterns in Childhood Apraxia of Speech and Augmentative and Alternative Communication: Implications for Speech-Language Pathology Education

Abstract

Purpose: The purpose of this study was to describe speech-language pathologists' (SLPs') clinical practice patterns related to childhood apraxia of speech (CAS) and augmentative and alternative communication (AAC). Method: A survey study was conducted with a total of 52 SLPs. Survey questions were related to SLPs' education, clinical experiences, and perceptions of CAS and AAC and implementation of AAC. Results: Most SLPs reported having had a dedicated AAC class during graduate school and are regularly pursuing continuing education in both CAS and AAC. SLPs reported varied clinical experiences, perceptions, and implementation of AAC in clients with CAS, with 86.54% reporting recommending AAC at some point to a client with CAS. The percentage of clients with CAS who were recommended AAC was significantly less for clinicians who pursued less continuing education in CAS ( p = .023). SLPs were significantly more likely to report comfort with AAC if they pursued continuing education in AAC ( p = .025) or had an AAC class in graduate school ( p = .007). Conclusions: SLPs' educational and clinical experience influence their clinical practice patterns related to clients with CAS and implementation of AAC. Based on the needs and skills of clients with CAS, graduate clinical education and continuing education courses regarding treatment of CAS should include information on AAC, particularly in the context of supporting receptive and expressive language skills, alongside speech development.