Research Mentor(s)

Thistle, Jennifer

Description

Myths and Misconceptions of Alternative and Augmentative Communication Student: Hannah Burch Faculty Advisor: Jennifer Thistle, Ph.D., CCC-SLP Abstract This project addressed the question “What myths and misconceptions about alternative and augmentative communication do graduate speech-language pathology and undergraduate special education students hold?” Alternative and augmentative communication (AAC) is any form of nonverbal communication that is used to enhance or replace speech (Beukelman & Mirenda, 2013). AAC is used by individuals of all ages, including children with developmental disorders and adults who have acquired disabilities. An estimated 4 million individuals in the United States cannot rely solely on speech to communicate, and could benefit from AAC (Beukelman & Mirenda, 2013). Therefore, professionals must be educated about AAC, and in order to do this, gaps in curriculum must be identified and addressed. Professionals in speech language pathology and special education are most likely to encounter individuals who use AAC, yet these professions have very different curriculums. The entry level degree for special educators is a bachelor’s degree; for speech language pathologists it is a master’s degree, and not all preparation programs include content related to AAC. Participants were Western Washington University graduate students in speech language pathology and undergraduate students in special education. They completed a survey listing common myths about AAC. Results showed a statistical difference between overall survey scores of graduate students in speech language pathology and undergraduate students in special education. Further, both groups showed beliefs of several myths. This poster describes those myths and discusses the need for further education of professionals, as well as the general public. References Beukelman, D., & Mirenda, P. (2013). Augmentative & alternative communication: Supporting children & adults with complex communication needs (Vol. 4th). Baltimore: Paul H. Brookes Pub. Co.

Document Type

Event

Start Date

18-5-2020 12:00 AM

End Date

22-5-2020 12:00 AM

Department

Communication Sciences and Disorders

Genre/Form

student projects, posters

Type

Image

Keywords

myths, alternative and augmentative communication

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Language

English

Format

application/pdf

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May 18th, 12:00 AM May 22nd, 12:00 AM

Myths and Misconceptions of Alternative and Augmentative Communication

Myths and Misconceptions of Alternative and Augmentative Communication Student: Hannah Burch Faculty Advisor: Jennifer Thistle, Ph.D., CCC-SLP Abstract This project addressed the question “What myths and misconceptions about alternative and augmentative communication do graduate speech-language pathology and undergraduate special education students hold?” Alternative and augmentative communication (AAC) is any form of nonverbal communication that is used to enhance or replace speech (Beukelman & Mirenda, 2013). AAC is used by individuals of all ages, including children with developmental disorders and adults who have acquired disabilities. An estimated 4 million individuals in the United States cannot rely solely on speech to communicate, and could benefit from AAC (Beukelman & Mirenda, 2013). Therefore, professionals must be educated about AAC, and in order to do this, gaps in curriculum must be identified and addressed. Professionals in speech language pathology and special education are most likely to encounter individuals who use AAC, yet these professions have very different curriculums. The entry level degree for special educators is a bachelor’s degree; for speech language pathologists it is a master’s degree, and not all preparation programs include content related to AAC. Participants were Western Washington University graduate students in speech language pathology and undergraduate students in special education. They completed a survey listing common myths about AAC. Results showed a statistical difference between overall survey scores of graduate students in speech language pathology and undergraduate students in special education. Further, both groups showed beliefs of several myths. This poster describes those myths and discusses the need for further education of professionals, as well as the general public. References Beukelman, D., & Mirenda, P. (2013). Augmentative & alternative communication: Supporting children & adults with complex communication needs (Vol. 4th). Baltimore: Paul H. Brookes Pub. Co.

 

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