Providing assessment and intervention with high-tech augmentative and alternative communication is within the scope of practice of American Speech-Language Pathologists (SLPS). Therefore, SLPs should be able to properly identify and implement assessment, intervention, and caregiver coaching strategies in this area of practice. Due to the lack of confidence ratings of current SLPs in providing assessment and intervention in AAC that is found in current research, this study was designed to find plausible solutions for which confidence ratings can be increased beginning at the graduate level of a Speech-Pathology Master’s program. The researchers sought to answer the following questions: “Do students find supplemental coursework/training valuable?”, “Are there differences in value ratings between the test and control group?”, and “Does participating in an AAC lab change desire/interest to utilize AAC in clinical work?” To answer these questions, the researchers created a four-week supplemental lab training course that ran congruently with a graduate level AAC theory course during the summer 2024 semester. 23 second-year Speech-Language Pathology graduate students enrolled at the University of Southern Mississippi participated in the study, which consisted of a pre-assessment, instrumental lab portion, and post-assessment phase. Through a randomized control trial, 10 participants were randomly selected to participate in the lab portion of the study. Findings of the study showed that participants in the test group showed an increase in self-efficacy and confidence ratings after the four-week course when compared to their pre-assessment ratings. However, knowledge, though increased, was not found to be significant.
","abstract_html":"<p>Providing assessment and intervention with high-tech augmentative and alternative communication is within the scope of practice of American Speech-Language Pathologists (SLPS). Therefore, SLPs should be able to properly identify and implement assessment, intervention, and caregiver coaching strategies in this area of practice. Due to the lack of confidence ratings of current SLPs in providing assessment and intervention in AAC that is found in current research, this study was designed to find plausible solutions for which confidence ratings can be increased beginning at the graduate level of a Speech-Pathology Master’s program. The researchers sought to answer the following questions: “Do students find supplemental coursework/training valuable?”, “Are there differences in value ratings between the test and control group?”, and “Does participating in an AAC lab change desire/interest to utilize AAC in clinical work?” To answer these questions, the researchers created a four-week supplemental lab training course that ran congruently with a graduate level AAC theory course during the summer 2024 semester. 23 second-year Speech-Language Pathology graduate students enrolled at the University of Southern Mississippi participated in the study, which consisted of a pre-assessment, instrumental lab portion, and post-assessment phase. Through a randomized control trial, 10 participants were randomly selected to participate in the lab portion of the study. Findings of the study showed that participants in the test group showed an increase in self-efficacy and confidence ratings after the four-week course when compared to their pre-assessment ratings. However, knowledge, though increased, was not found to be significant.</p>","abstract_has_math":false,"creators":["Sikes, Emily"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Dr. Amanda Mathews","Mrs. Mary Schaub","Mrs. Sarah Myers"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05-01T07:00:00Z","date_published":"2024-05-01T07:00:00Z","updated_at":"2026-07-24T05:45:47Z","subjects":["AAC","Augmentative and Alternative Communication","Pre-Service Training","Standardized Simulation","Speech Pathology","Speech-Language Pathology","Communication Sciences and Disorders","Speech and Hearing Science","Speech Pathology and Audiology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/1039","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Amanda Mathews","Mrs. Mary Schaub","Mrs. Sarah Myers"]},{"key":"dc:creator","label":"Author","values":["Sikes, Emily"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-05-09T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["AAC","Augmentative and Alternative Communication","Pre-Service Training","Standardized Simulation","Speech Pathology","Speech-Language Pathology","Communication Sciences and Disorders","Speech and Hearing Science","Speech Pathology and Audiology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/1039"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Providing assessment and intervention with high-tech augmentative and alternative communication is within the scope of practice of American Speech-Language Pathologists (SLPS). Therefore, SLPs should be able to properly identify and implement assessment, intervention, and caregiver coaching strategies in this area of practice. Due to the lack of confidence ratings of current SLPs in providing assessment and intervention in AAC that is found in current research, this study was designed to find plausible solutions for which confidence ratings can be increased beginning at the graduate level of a Speech-Pathology Master’s program. The researchers sought to answer the following questions: “Do students find supplemental coursework/training valuable?”, “Are there differences in value ratings between the test and control group?”, and “Does participating in an AAC lab change desire/interest to utilize AAC in clinical work?” To answer these questions, the researchers created a four-week supplemental lab training course that ran congruently with a graduate level AAC theory course during the summer 2024 semester. 23 second-year Speech-Language Pathology graduate students enrolled at the University of Southern Mississippi participated in the study, which consisted of a pre-assessment, instrumental lab portion, and post-assessment phase. Through a randomized control trial, 10 participants were randomly selected to participate in the lab portion of the study. Findings of the study showed that participants in the test group showed an increase in self-efficacy and confidence ratings after the four-week course when compared to their pre-assessment ratings. However, knowledge, though increased, was not found to be significant.
"]},{"key":"dc:title","label":"Title","values":["Supplemental High-Tech Augmentative and Alternative Communication Experiences: a Study on Graduate Student Self-Efficacy, Confidence, and Knowledge with Pre-Service Training"]}]}],"canonical_facts":{"dc:contributor":["Dr. Amanda Mathews","Mrs. Mary Schaub","Mrs. Sarah Myers"],"dc:creator":["Sikes, Emily"],"dc:date.available":["2024-05-09T07:00:00Z"],"dc:description.abstract":["Providing assessment and intervention with high-tech augmentative and alternative communication is within the scope of practice of American Speech-Language Pathologists (SLPS). Therefore, SLPs should be able to properly identify and implement assessment, intervention, and caregiver coaching strategies in this area of practice. Due to the lack of confidence ratings of current SLPs in providing assessment and intervention in AAC that is found in current research, this study was designed to find plausible solutions for which confidence ratings can be increased beginning at the graduate level of a Speech-Pathology Master’s program. The researchers sought to answer the following questions: “Do students find supplemental coursework/training valuable?”, “Are there differences in value ratings between the test and control group?”, and “Does participating in an AAC lab change desire/interest to utilize AAC in clinical work?” To answer these questions, the researchers created a four-week supplemental lab training course that ran congruently with a graduate level AAC theory course during the summer 2024 semester. 23 second-year Speech-Language Pathology graduate students enrolled at the University of Southern Mississippi participated in the study, which consisted of a pre-assessment, instrumental lab portion, and post-assessment phase. Through a randomized control trial, 10 participants were randomly selected to participate in the lab portion of the study. Findings of the study showed that participants in the test group showed an increase in self-efficacy and confidence ratings after the four-week course when compared to their pre-assessment ratings. However, knowledge, though increased, was not found to be significant.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/1039"],"dc:subject":["AAC","Augmentative and Alternative Communication","Pre-Service Training","Standardized Simulation","Speech Pathology","Speech-Language Pathology","Communication Sciences and Disorders","Speech and Hearing Science","Speech Pathology and Audiology"],"dc:title":["Supplemental High-Tech Augmentative and Alternative Communication Experiences: a Study on Graduate Student Self-Efficacy, Confidence, and Knowledge with Pre-Service Training"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T05:45:47Z"}