Augmentative and Alternative Communication (AAC) devices are invaluable tools for people who have difficulties communicating verbally. However, advancements in technology accentuate the need for training to utilize devices effectively. This qualitative research study examined the perceptions and experiences of parents and speech-language pathologists (SLPs) regarding the training in and maintenance of AAC devices. Previous literature reveals the commonality that parents encounter difficulties in learning AAC technologies, as well as updating their child’s devices. Interviews were conducted with parents of children with autism, as well as SLPs, to better understand their expectations concerning who is responsible for assuming specific roles in device training and programming. Results indicated that although parents and SLPs hold some similar perceptions of requirements, as well as opinions of ways to improve AAC services, deliberate role delegation does not occur early in the implementation process. This study identified gaps in perspectives and communication between parents and SLPs and discussed how these mismatches may lead to inappropriate assumptions by those involved in AAC intervention. Based on participants’ responses, conclusions were drawn that may facilitate better communication between families and clinicians and, ultimately, a better experience for all parties involved in the intervention process. Finally, the results of this study suggested directions for future research in the area of autism and AAC intervention.
","abstract_html":"<p>Augmentative and Alternative Communication (AAC) devices are invaluable tools for people who have difficulties communicating verbally. However, advancements in technology accentuate the need for training to utilize devices effectively. This qualitative research study examined the perceptions and experiences of parents and speech-language pathologists (SLPs) regarding the training in and maintenance of AAC devices. Previous literature reveals the commonality that parents encounter difficulties in learning AAC technologies, as well as updating their child’s devices. Interviews were conducted with parents of children with autism, as well as SLPs, to better understand their expectations concerning who is responsible for assuming specific roles in device training and programming. Results indicated that although parents and SLPs hold some similar perceptions of requirements, as well as opinions of ways to improve AAC services, deliberate role delegation does not occur early in the implementation process. This study identified gaps in perspectives and communication between parents and SLPs and discussed how these mismatches may lead to inappropriate assumptions by those involved in AAC intervention. Based on participants’ responses, conclusions were drawn that may facilitate better communication between families and clinicians and, ultimately, a better experience for all parties involved in the intervention process. Finally, the results of this study suggested directions for future research in the area of autism and AAC intervention.</p>","abstract_has_math":false,"creators":["Talladay, Kathlene"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Ana Claudia Harten, Ph.D., CCC-SLP, Chair","Bill Cupples, Ph.D., CCC-SLP","Janet Fisher, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-06-13T07:00:00Z","date_published":"2013-06-13T07:00:00Z","updated_at":"2026-07-24T02:16:51Z","subjects":["autism","people with disabilities","means of communication","maintenance","training","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/482","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ana Claudia Harten, Ph.D., CCC-SLP, Chair","Bill Cupples, Ph.D., CCC-SLP","Janet Fisher, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Talladay, Kathlene"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-09-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["autism","people with disabilities","means of communication","maintenance","training","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/482"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Augmentative and Alternative Communication (AAC) devices are invaluable tools for people who have difficulties communicating verbally. However, advancements in technology accentuate the need for training to utilize devices effectively. This qualitative research study examined the perceptions and experiences of parents and speech-language pathologists (SLPs) regarding the training in and maintenance of AAC devices. Previous literature reveals the commonality that parents encounter difficulties in learning AAC technologies, as well as updating their child’s devices. Interviews were conducted with parents of children with autism, as well as SLPs, to better understand their expectations concerning who is responsible for assuming specific roles in device training and programming. Results indicated that although parents and SLPs hold some similar perceptions of requirements, as well as opinions of ways to improve AAC services, deliberate role delegation does not occur early in the implementation process. This study identified gaps in perspectives and communication between parents and SLPs and discussed how these mismatches may lead to inappropriate assumptions by those involved in AAC intervention. Based on participants’ responses, conclusions were drawn that may facilitate better communication between families and clinicians and, ultimately, a better experience for all parties involved in the intervention process. Finally, the results of this study suggested directions for future research in the area of autism and AAC intervention.
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