TY - JOUR
T1 - Identifying Implementation Strategies to Increase Augmentative and Alternative Communication Adoption in Early Childhood Classrooms
T2 - A Qualitative Study
AU - Quinn, Emily D.
AU - Kurin, Kim
AU - Atkins, Kristi L.
AU - Cook, Alexandria
N1 - Publisher Copyright:
© 2023 American Speech-Language-Hearing Association
PY - 2023/10
Y1 - 2023/10
N2 - Purpose: The goal of this study was to identify promising implementation strategies that may increase teachers’ and speech-language pathologists’ (SLPs) adoption of augmentative and alternative communication (AAC) during routine classroom activities. Method: A grounded theory approach was used to collect and code online, semi-structured interviews with six special education teachers and 14 SLPs who taught children aged 3–8 years who used AAC in inclusive and self-contained special education classrooms. Interviews were transcribed and coded verbatim using the constant comparative method. During a member checking process, six participants (n = 30%) confirmed their transcripts and commented on emerging themes. Results: Participants shared a range of implementation strategies to increase AAC use during typical classroom activities, which were organized into seven themes: distribute modern AAC equipment, provide foundational training, share video examples, develop a systematic plan for adoption, deliver practice-based coaching, alter personnel obligations to provide protected time, and connect with professionals. A preliminary thematic map was created to link implementation barriers, strategies, and potential outcomes. Conclusions: AAC interventions effective in clinical research can be difficult to translate into routine practice unless investigators directly explore the needs of and demands on educational professionals. Future research should define implementation strategies clearly, solicit feedback from school-personnel, and match implementation strategies to the needs of local schools to support the uptake of AAC interventions in routine classroom settings.
AB - Purpose: The goal of this study was to identify promising implementation strategies that may increase teachers’ and speech-language pathologists’ (SLPs) adoption of augmentative and alternative communication (AAC) during routine classroom activities. Method: A grounded theory approach was used to collect and code online, semi-structured interviews with six special education teachers and 14 SLPs who taught children aged 3–8 years who used AAC in inclusive and self-contained special education classrooms. Interviews were transcribed and coded verbatim using the constant comparative method. During a member checking process, six participants (n = 30%) confirmed their transcripts and commented on emerging themes. Results: Participants shared a range of implementation strategies to increase AAC use during typical classroom activities, which were organized into seven themes: distribute modern AAC equipment, provide foundational training, share video examples, develop a systematic plan for adoption, deliver practice-based coaching, alter personnel obligations to provide protected time, and connect with professionals. A preliminary thematic map was created to link implementation barriers, strategies, and potential outcomes. Conclusions: AAC interventions effective in clinical research can be difficult to translate into routine practice unless investigators directly explore the needs of and demands on educational professionals. Future research should define implementation strategies clearly, solicit feedback from school-personnel, and match implementation strategies to the needs of local schools to support the uptake of AAC interventions in routine classroom settings.
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U2 - 10.1044/2023_LSHSS-22-00186
DO - 10.1044/2023_LSHSS-22-00186
M3 - Article
C2 - 37490621
AN - SCOPUS:85174080583
SN - 0161-1461
VL - 54
SP - 1136
EP - 1154
JO - Language, Speech, and Hearing Services in Schools
JF - Language, Speech, and Hearing Services in Schools
IS - 4
ER -