TY - JOUR
T1 - Exploring Classroom Factors and Augmentative and Alternative Communication Use in Qualitative Interviews
AU - Quinn, Emily D.
AU - Atkins, Kristi
AU - Cook, Alexandria
N1 - Publisher Copyright:
© 2023 The Authors.
PY - 2023/9
Y1 - 2023/9
N2 - Purpose: This qualitative study explores classroom contextual factors influenc-ing augmentative and alternative communication (AAC) use in early childhood classrooms. Method: Semistructured interviews were conducted with six special education teachers, 13 speech-language pathologists (SLPs), and one SLP assistant. Interviews were analyzed inductively in a systematic, multistep coding process using the constant comparative method with member checking. Results: Seven themes were identified that affected AAC use in the classroom. Each theme was organized into three categories: individual-, classroom-, or school-level factors. Three themes were categorized as individual-level factors: Students’ AAC systems are unavailable, professionals face challenges obtaining AAC knowledge and skills, and students’ disruptive behaviors reduce access to AAC. One theme was a classroom-level factor: Classroom demands prevent AAC use. Finally, three themes were considered school-level factors: The cul-ture of AAC influences AAC acceptance, team collaboration is essential for suc-cessful implementation, and teams need administrative support to deliver AAC interventions effectively. Conclusions: Teachers and SLPs felt that collaborative teams with AAC exper-tise, a school culture that endorsed AAC, and solid administrative support accelerated AAC adoption by normalizing AAC use in the classroom. Due to classroom demands, they struggled to use strategies such as aided AAC modeling and responsiveness during group instruction. Finally, participants emphasized that while it was necessary to customize AAC systems for each student, this individualization makes it harder for staff to learn each system and integrate them into classroom activities. Supplemental Material: https://doi.org/10.23641/asha.23681718
AB - Purpose: This qualitative study explores classroom contextual factors influenc-ing augmentative and alternative communication (AAC) use in early childhood classrooms. Method: Semistructured interviews were conducted with six special education teachers, 13 speech-language pathologists (SLPs), and one SLP assistant. Interviews were analyzed inductively in a systematic, multistep coding process using the constant comparative method with member checking. Results: Seven themes were identified that affected AAC use in the classroom. Each theme was organized into three categories: individual-, classroom-, or school-level factors. Three themes were categorized as individual-level factors: Students’ AAC systems are unavailable, professionals face challenges obtaining AAC knowledge and skills, and students’ disruptive behaviors reduce access to AAC. One theme was a classroom-level factor: Classroom demands prevent AAC use. Finally, three themes were considered school-level factors: The cul-ture of AAC influences AAC acceptance, team collaboration is essential for suc-cessful implementation, and teams need administrative support to deliver AAC interventions effectively. Conclusions: Teachers and SLPs felt that collaborative teams with AAC exper-tise, a school culture that endorsed AAC, and solid administrative support accelerated AAC adoption by normalizing AAC use in the classroom. Due to classroom demands, they struggled to use strategies such as aided AAC modeling and responsiveness during group instruction. Finally, participants emphasized that while it was necessary to customize AAC systems for each student, this individualization makes it harder for staff to learn each system and integrate them into classroom activities. Supplemental Material: https://doi.org/10.23641/asha.23681718
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U2 - 10.1044/2023_AJSLP-23-00041
DO - 10.1044/2023_AJSLP-23-00041
M3 - Article
C2 - 37490634
AN - SCOPUS:85170581568
SN - 1058-0360
VL - 32
SP - 2158
EP - 2177
JO - American Journal of Speech-Language Pathology
JF - American Journal of Speech-Language Pathology
IS - 5
ER -