AAC in AACtion: Collaborative Strategies for Special Education Teachers and Speech-Language Pathologists

Abstract

Augmentative and alternative communication (AAC) refers to a wide variety of communication devices, systems, tools, and strategies that support or replace spoken language. Augmentative and alternative communication users represent a range of ages, abilities, and communication needs. Support for AAC often begins in the public school setting. Although the Individuals with Disabilities Education Act (IDEA) mandates public schools to provide adequate assistive technology for communication and training to support implementation, researchers estimate that fewer than 40% of students with communication impairments using AAC are proficient communicators. Barriers to implementation include a lack of training opportunities, limited preparation time, unfamiliarity with AAC systems, and difficulty finding evidence-based strategies for AAC. To address these, we present evidence-based strategies that speech-language pathologists (SLPs) and special education teachers may use in collaboration to support students using AAC and practical tips for implementation. Strategies described include aided language modeling, core vocabulary, and communication partner support behaviors. Planning considerations for collaboration are discussed.