Exploring Classroom Factors and Augmentative and Alternative Communication Use in Qualitative Interviews
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| Title: | Exploring Classroom Factors and Augmentative and Alternative Communication Use in Qualitative Interviews |
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| Language: | English |
| Authors: | Emily D. Quinn (ORCID |
| Source: | Grantee Submission. 2023. |
| Peer Reviewed: | Y |
| Page Count: | 71 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Center for Special Education Research (NCSER) (ED/IES) Agency for Healthcare Research and Quality (AHRQ) (DHHS/PHS) |
| Contract Number: | R324B190024 HS026370 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education |
| Descriptors: | Augmentative and Alternative Communication, Early Childhood Education, Special Education Teachers, Speech Language Pathology, Allied Health Personnel, Barriers, Attitudes, School Culture, Teamwork, Administrator Role, Students with Disabilities |
| Geographic Terms: | Oregon, Washington, California |
| DOI: | 10.1044/2023_AJSLP-23-00041 |
| Abstract: | Purpose: This qualitative study explores classroom contextual factors influencing augmentative and alternative communication (AAC) use in early childhood classrooms. Method: Semi-structured interviews were conducted with six special education teachers, 13 speech-language pathologists (SLPs), and one SLP assistant. Interviews were analyzed inductively in a systematic, multi-step 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 culture of AAC influences AAC acceptance," "team collaboration is essential for successful implementation," and "teams need administrative support to deliver AAC interventions effectively." Conclusion: Teachers and SLPs felt that collaborative teams with AAC expertise, 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. [This paper was published in "American Journal of Speech-Language Pathology" v32 n5 2023.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED679715 |
| Database: | ERIC |
| Abstract: | Purpose: This qualitative study explores classroom contextual factors influencing augmentative and alternative communication (AAC) use in early childhood classrooms. Method: Semi-structured interviews were conducted with six special education teachers, 13 speech-language pathologists (SLPs), and one SLP assistant. Interviews were analyzed inductively in a systematic, multi-step 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 culture of AAC influences AAC acceptance," "team collaboration is essential for successful implementation," and "teams need administrative support to deliver AAC interventions effectively." Conclusion: Teachers and SLPs felt that collaborative teams with AAC expertise, 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. [This paper was published in "American Journal of Speech-Language Pathology" v32 n5 2023.] |
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| DOI: | 10.1044/2023_AJSLP-23-00041 |
