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 |
|---|---|
| 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 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring Classroom Factors and Augmentative and Alternative Communication Use in Qualitative Interviews – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Emily+D%2E+Quinn%22">Emily D. Quinn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5684-5825">0000-0002-5684-5825</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristi+Atkins%22">Kristi Atkins</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2456-6634">0000-0003-2456-6634</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alexandria+Cook%22">Alexandria Cook</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2023. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 71 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: National Center for Special Education Research (NCSER) (ED/IES)<br />Agency for Healthcare Research and Quality (AHRQ) (DHHS/PHS) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: R324B190024<br />HS026370 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Tests/Questionnaires – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Augmentative+and+Alternative+Communication%22">Augmentative and Alternative Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink><br /><searchLink fieldCode="DE" term="%22Washington%22">Washington</searchLink><br /><searchLink fieldCode="DE" term="%22California%22">California</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1044/2023_AJSLP-23-00041 – Name: Abstract Label: Abstract Group: Ab Data: 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.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: CodeSource Label: IES Funded Group: SrcInfo Data: Yes – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: ED679715 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2023_AJSLP-23-00041 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 71 Subjects: – SubjectFull: Augmentative and Alternative Communication Type: general – SubjectFull: Early Childhood Education Type: general – SubjectFull: Special Education Teachers Type: general – SubjectFull: Speech Language Pathology Type: general – SubjectFull: Allied Health Personnel Type: general – SubjectFull: Barriers Type: general – SubjectFull: Attitudes Type: general – SubjectFull: School Culture Type: general – SubjectFull: Teamwork Type: general – SubjectFull: Administrator Role Type: general – SubjectFull: Students with Disabilities Type: general – SubjectFull: Oregon Type: general – SubjectFull: Washington Type: general – SubjectFull: California Type: general Titles: – TitleFull: Exploring Classroom Factors and Augmentative and Alternative Communication Use in Qualitative Interviews Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Emily D. Quinn – PersonEntity: Name: NameFull: Kristi Atkins – PersonEntity: Name: NameFull: Alexandria Cook IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Type: published Y: 2023 Titles: – TitleFull: Grantee Submission Type: main |
| ResultId | 1 |
