research findings: slps and aac in georgia...accessibility made smart amac creates practical...
TRANSCRIPT
Research Findings SLPs and AAC in
Georgia
Ben Satterfield EdD GA Tools for Life
Ben Satterfield EdD
AT Specialist Trainer Research
Consultant
GA Tools for LifeAMAC
Georgia Institute of Technology
Bengatflorg
Assistant Professor
Communication Sciences amp Special
Education
bsattugaedu
Research Consultant
Center for AT Excellence
Bencenter4ATexcellencecom
Agenda
bull Tools for Life Overview
bull What Research Tells Us about SLPs and AAC
bull Research Collaboration
bull Research Design and Methodology
bull FIndings
bull Conclusions
AMAC Accessibility Solution Research Center
AMAC Accessibility is a social
change organization on a mission
to create affordable services for
governmental private and non-
profits organization working with
individuals with disabilities
Services include e-text braille
captioning assistive technology
office management software and
consulting
Accessibility Made Smart
AMAC creates practical solutions that work with a focus on utility ease of use and high quality bull Accessibility Consulting focuses on organizational accessibility needs with evaluation
technical assistance customer support and website accessibility solutions bull Braille Services produces customized projects from both print materials and electronic
text including partial books and chapters or graphics only using cutting-edge technology
bull Captioning Services makes classrooms meetings labs and other audio environments fully accessible for deaf or hard-of-hearing
bull Professional E-Text Producers provide high-quality e-text in many formats such as PDF DOC DAISY and HTML
bull Certified Assistive Technology team provides on-site and remote assessments demonstrations training and technical assistance for education work and daily living environments
For more information please visit our website at wwwamacusgorg
Tools for Life Mission
Wersquore here to help Georgians with disabilities gain access to and acquisition of assistive technology devices and assistive technology services so they can live learn work and play independently in the communities of their choice
bull TFL developed Georgiarsquos Plan for AT
bull We serve individuals of all ages amp all disabilities in Georgia
bull Over 50000 thru various activities throughout the year
bull TFL Network
bull Assistive Technology Resource Centers
bull Lending Libraries
bull Training and Demonstrations
bull AT Reuse
bull AT Funding EducationAssistance and Resources
bull Online Resources
bull wwwgatflorg - 12000 unique visitors a month
Tools for Life Georgiarsquos Federal AT Act Program
Tools for Life AT Demo Lab
bull Tablets
bull Vision Items
bull DME
bull Communication
bull Games
bull Software
bull Switches
bull Keyboards
Tools for Life Network
bull AT Lending Library
bull AT Evaluations amp Training
bull AT Demos
bull Resource and Assistance
bull AT Funding Assistance
bull DME Reuse
Who are We Serving
Over 54000000
individuals in the United States have disabilities that affect their ability to bull see bull hear bull communicate bull reason bull walk bull perform other
basic life functions
Public Law 108-364
People with disabilities are the largest minority group in America
This group cuts across racial ethnic religious gender and age boundaries
Anyone can become a member of this minority group at any time
National Research
Survey (2011) conducted by ATIA (Assistive Technology Industry Association)
bull Discover attitudes of SLPs toward AT and AAC
bull Assess use of AT and AAC in treatment
bull Help develop strategy for improving competencies within the profession
11
Background Local Survey
Collaboration between
bull Georgia Tools for LifeAMAC at GA Tech
bull UGA Speech ampHearing Clinic
Purpose
bull To discover the ldquostate of the practicerdquo in GA with regard to AAC
12
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Ben Satterfield EdD
AT Specialist Trainer Research
Consultant
GA Tools for LifeAMAC
Georgia Institute of Technology
Bengatflorg
Assistant Professor
Communication Sciences amp Special
Education
bsattugaedu
Research Consultant
Center for AT Excellence
Bencenter4ATexcellencecom
Agenda
bull Tools for Life Overview
bull What Research Tells Us about SLPs and AAC
bull Research Collaboration
bull Research Design and Methodology
bull FIndings
bull Conclusions
AMAC Accessibility Solution Research Center
AMAC Accessibility is a social
change organization on a mission
to create affordable services for
governmental private and non-
profits organization working with
individuals with disabilities
Services include e-text braille
captioning assistive technology
office management software and
consulting
Accessibility Made Smart
AMAC creates practical solutions that work with a focus on utility ease of use and high quality bull Accessibility Consulting focuses on organizational accessibility needs with evaluation
technical assistance customer support and website accessibility solutions bull Braille Services produces customized projects from both print materials and electronic
text including partial books and chapters or graphics only using cutting-edge technology
bull Captioning Services makes classrooms meetings labs and other audio environments fully accessible for deaf or hard-of-hearing
bull Professional E-Text Producers provide high-quality e-text in many formats such as PDF DOC DAISY and HTML
bull Certified Assistive Technology team provides on-site and remote assessments demonstrations training and technical assistance for education work and daily living environments
For more information please visit our website at wwwamacusgorg
Tools for Life Mission
Wersquore here to help Georgians with disabilities gain access to and acquisition of assistive technology devices and assistive technology services so they can live learn work and play independently in the communities of their choice
bull TFL developed Georgiarsquos Plan for AT
bull We serve individuals of all ages amp all disabilities in Georgia
bull Over 50000 thru various activities throughout the year
bull TFL Network
bull Assistive Technology Resource Centers
bull Lending Libraries
bull Training and Demonstrations
bull AT Reuse
bull AT Funding EducationAssistance and Resources
bull Online Resources
bull wwwgatflorg - 12000 unique visitors a month
Tools for Life Georgiarsquos Federal AT Act Program
Tools for Life AT Demo Lab
bull Tablets
bull Vision Items
bull DME
bull Communication
bull Games
bull Software
bull Switches
bull Keyboards
Tools for Life Network
bull AT Lending Library
bull AT Evaluations amp Training
bull AT Demos
bull Resource and Assistance
bull AT Funding Assistance
bull DME Reuse
Who are We Serving
Over 54000000
individuals in the United States have disabilities that affect their ability to bull see bull hear bull communicate bull reason bull walk bull perform other
basic life functions
Public Law 108-364
People with disabilities are the largest minority group in America
This group cuts across racial ethnic religious gender and age boundaries
Anyone can become a member of this minority group at any time
National Research
Survey (2011) conducted by ATIA (Assistive Technology Industry Association)
bull Discover attitudes of SLPs toward AT and AAC
bull Assess use of AT and AAC in treatment
bull Help develop strategy for improving competencies within the profession
11
Background Local Survey
Collaboration between
bull Georgia Tools for LifeAMAC at GA Tech
bull UGA Speech ampHearing Clinic
Purpose
bull To discover the ldquostate of the practicerdquo in GA with regard to AAC
12
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Agenda
bull Tools for Life Overview
bull What Research Tells Us about SLPs and AAC
bull Research Collaboration
bull Research Design and Methodology
bull FIndings
bull Conclusions
AMAC Accessibility Solution Research Center
AMAC Accessibility is a social
change organization on a mission
to create affordable services for
governmental private and non-
profits organization working with
individuals with disabilities
Services include e-text braille
captioning assistive technology
office management software and
consulting
Accessibility Made Smart
AMAC creates practical solutions that work with a focus on utility ease of use and high quality bull Accessibility Consulting focuses on organizational accessibility needs with evaluation
technical assistance customer support and website accessibility solutions bull Braille Services produces customized projects from both print materials and electronic
text including partial books and chapters or graphics only using cutting-edge technology
bull Captioning Services makes classrooms meetings labs and other audio environments fully accessible for deaf or hard-of-hearing
bull Professional E-Text Producers provide high-quality e-text in many formats such as PDF DOC DAISY and HTML
bull Certified Assistive Technology team provides on-site and remote assessments demonstrations training and technical assistance for education work and daily living environments
For more information please visit our website at wwwamacusgorg
Tools for Life Mission
Wersquore here to help Georgians with disabilities gain access to and acquisition of assistive technology devices and assistive technology services so they can live learn work and play independently in the communities of their choice
bull TFL developed Georgiarsquos Plan for AT
bull We serve individuals of all ages amp all disabilities in Georgia
bull Over 50000 thru various activities throughout the year
bull TFL Network
bull Assistive Technology Resource Centers
bull Lending Libraries
bull Training and Demonstrations
bull AT Reuse
bull AT Funding EducationAssistance and Resources
bull Online Resources
bull wwwgatflorg - 12000 unique visitors a month
Tools for Life Georgiarsquos Federal AT Act Program
Tools for Life AT Demo Lab
bull Tablets
bull Vision Items
bull DME
bull Communication
bull Games
bull Software
bull Switches
bull Keyboards
Tools for Life Network
bull AT Lending Library
bull AT Evaluations amp Training
bull AT Demos
bull Resource and Assistance
bull AT Funding Assistance
bull DME Reuse
Who are We Serving
Over 54000000
individuals in the United States have disabilities that affect their ability to bull see bull hear bull communicate bull reason bull walk bull perform other
basic life functions
Public Law 108-364
People with disabilities are the largest minority group in America
This group cuts across racial ethnic religious gender and age boundaries
Anyone can become a member of this minority group at any time
National Research
Survey (2011) conducted by ATIA (Assistive Technology Industry Association)
bull Discover attitudes of SLPs toward AT and AAC
bull Assess use of AT and AAC in treatment
bull Help develop strategy for improving competencies within the profession
11
Background Local Survey
Collaboration between
bull Georgia Tools for LifeAMAC at GA Tech
bull UGA Speech ampHearing Clinic
Purpose
bull To discover the ldquostate of the practicerdquo in GA with regard to AAC
12
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
AMAC Accessibility Solution Research Center
AMAC Accessibility is a social
change organization on a mission
to create affordable services for
governmental private and non-
profits organization working with
individuals with disabilities
Services include e-text braille
captioning assistive technology
office management software and
consulting
Accessibility Made Smart
AMAC creates practical solutions that work with a focus on utility ease of use and high quality bull Accessibility Consulting focuses on organizational accessibility needs with evaluation
technical assistance customer support and website accessibility solutions bull Braille Services produces customized projects from both print materials and electronic
text including partial books and chapters or graphics only using cutting-edge technology
bull Captioning Services makes classrooms meetings labs and other audio environments fully accessible for deaf or hard-of-hearing
bull Professional E-Text Producers provide high-quality e-text in many formats such as PDF DOC DAISY and HTML
bull Certified Assistive Technology team provides on-site and remote assessments demonstrations training and technical assistance for education work and daily living environments
For more information please visit our website at wwwamacusgorg
Tools for Life Mission
Wersquore here to help Georgians with disabilities gain access to and acquisition of assistive technology devices and assistive technology services so they can live learn work and play independently in the communities of their choice
bull TFL developed Georgiarsquos Plan for AT
bull We serve individuals of all ages amp all disabilities in Georgia
bull Over 50000 thru various activities throughout the year
bull TFL Network
bull Assistive Technology Resource Centers
bull Lending Libraries
bull Training and Demonstrations
bull AT Reuse
bull AT Funding EducationAssistance and Resources
bull Online Resources
bull wwwgatflorg - 12000 unique visitors a month
Tools for Life Georgiarsquos Federal AT Act Program
Tools for Life AT Demo Lab
bull Tablets
bull Vision Items
bull DME
bull Communication
bull Games
bull Software
bull Switches
bull Keyboards
Tools for Life Network
bull AT Lending Library
bull AT Evaluations amp Training
bull AT Demos
bull Resource and Assistance
bull AT Funding Assistance
bull DME Reuse
Who are We Serving
Over 54000000
individuals in the United States have disabilities that affect their ability to bull see bull hear bull communicate bull reason bull walk bull perform other
basic life functions
Public Law 108-364
People with disabilities are the largest minority group in America
This group cuts across racial ethnic religious gender and age boundaries
Anyone can become a member of this minority group at any time
National Research
Survey (2011) conducted by ATIA (Assistive Technology Industry Association)
bull Discover attitudes of SLPs toward AT and AAC
bull Assess use of AT and AAC in treatment
bull Help develop strategy for improving competencies within the profession
11
Background Local Survey
Collaboration between
bull Georgia Tools for LifeAMAC at GA Tech
bull UGA Speech ampHearing Clinic
Purpose
bull To discover the ldquostate of the practicerdquo in GA with regard to AAC
12
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Accessibility Made Smart
AMAC creates practical solutions that work with a focus on utility ease of use and high quality bull Accessibility Consulting focuses on organizational accessibility needs with evaluation
technical assistance customer support and website accessibility solutions bull Braille Services produces customized projects from both print materials and electronic
text including partial books and chapters or graphics only using cutting-edge technology
bull Captioning Services makes classrooms meetings labs and other audio environments fully accessible for deaf or hard-of-hearing
bull Professional E-Text Producers provide high-quality e-text in many formats such as PDF DOC DAISY and HTML
bull Certified Assistive Technology team provides on-site and remote assessments demonstrations training and technical assistance for education work and daily living environments
For more information please visit our website at wwwamacusgorg
Tools for Life Mission
Wersquore here to help Georgians with disabilities gain access to and acquisition of assistive technology devices and assistive technology services so they can live learn work and play independently in the communities of their choice
bull TFL developed Georgiarsquos Plan for AT
bull We serve individuals of all ages amp all disabilities in Georgia
bull Over 50000 thru various activities throughout the year
bull TFL Network
bull Assistive Technology Resource Centers
bull Lending Libraries
bull Training and Demonstrations
bull AT Reuse
bull AT Funding EducationAssistance and Resources
bull Online Resources
bull wwwgatflorg - 12000 unique visitors a month
Tools for Life Georgiarsquos Federal AT Act Program
Tools for Life AT Demo Lab
bull Tablets
bull Vision Items
bull DME
bull Communication
bull Games
bull Software
bull Switches
bull Keyboards
Tools for Life Network
bull AT Lending Library
bull AT Evaluations amp Training
bull AT Demos
bull Resource and Assistance
bull AT Funding Assistance
bull DME Reuse
Who are We Serving
Over 54000000
individuals in the United States have disabilities that affect their ability to bull see bull hear bull communicate bull reason bull walk bull perform other
basic life functions
Public Law 108-364
People with disabilities are the largest minority group in America
This group cuts across racial ethnic religious gender and age boundaries
Anyone can become a member of this minority group at any time
National Research
Survey (2011) conducted by ATIA (Assistive Technology Industry Association)
bull Discover attitudes of SLPs toward AT and AAC
bull Assess use of AT and AAC in treatment
bull Help develop strategy for improving competencies within the profession
11
Background Local Survey
Collaboration between
bull Georgia Tools for LifeAMAC at GA Tech
bull UGA Speech ampHearing Clinic
Purpose
bull To discover the ldquostate of the practicerdquo in GA with regard to AAC
12
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Tools for Life Mission
Wersquore here to help Georgians with disabilities gain access to and acquisition of assistive technology devices and assistive technology services so they can live learn work and play independently in the communities of their choice
bull TFL developed Georgiarsquos Plan for AT
bull We serve individuals of all ages amp all disabilities in Georgia
bull Over 50000 thru various activities throughout the year
bull TFL Network
bull Assistive Technology Resource Centers
bull Lending Libraries
bull Training and Demonstrations
bull AT Reuse
bull AT Funding EducationAssistance and Resources
bull Online Resources
bull wwwgatflorg - 12000 unique visitors a month
Tools for Life Georgiarsquos Federal AT Act Program
Tools for Life AT Demo Lab
bull Tablets
bull Vision Items
bull DME
bull Communication
bull Games
bull Software
bull Switches
bull Keyboards
Tools for Life Network
bull AT Lending Library
bull AT Evaluations amp Training
bull AT Demos
bull Resource and Assistance
bull AT Funding Assistance
bull DME Reuse
Who are We Serving
Over 54000000
individuals in the United States have disabilities that affect their ability to bull see bull hear bull communicate bull reason bull walk bull perform other
basic life functions
Public Law 108-364
People with disabilities are the largest minority group in America
This group cuts across racial ethnic religious gender and age boundaries
Anyone can become a member of this minority group at any time
National Research
Survey (2011) conducted by ATIA (Assistive Technology Industry Association)
bull Discover attitudes of SLPs toward AT and AAC
bull Assess use of AT and AAC in treatment
bull Help develop strategy for improving competencies within the profession
11
Background Local Survey
Collaboration between
bull Georgia Tools for LifeAMAC at GA Tech
bull UGA Speech ampHearing Clinic
Purpose
bull To discover the ldquostate of the practicerdquo in GA with regard to AAC
12
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
bull TFL developed Georgiarsquos Plan for AT
bull We serve individuals of all ages amp all disabilities in Georgia
bull Over 50000 thru various activities throughout the year
bull TFL Network
bull Assistive Technology Resource Centers
bull Lending Libraries
bull Training and Demonstrations
bull AT Reuse
bull AT Funding EducationAssistance and Resources
bull Online Resources
bull wwwgatflorg - 12000 unique visitors a month
Tools for Life Georgiarsquos Federal AT Act Program
Tools for Life AT Demo Lab
bull Tablets
bull Vision Items
bull DME
bull Communication
bull Games
bull Software
bull Switches
bull Keyboards
Tools for Life Network
bull AT Lending Library
bull AT Evaluations amp Training
bull AT Demos
bull Resource and Assistance
bull AT Funding Assistance
bull DME Reuse
Who are We Serving
Over 54000000
individuals in the United States have disabilities that affect their ability to bull see bull hear bull communicate bull reason bull walk bull perform other
basic life functions
Public Law 108-364
People with disabilities are the largest minority group in America
This group cuts across racial ethnic religious gender and age boundaries
Anyone can become a member of this minority group at any time
National Research
Survey (2011) conducted by ATIA (Assistive Technology Industry Association)
bull Discover attitudes of SLPs toward AT and AAC
bull Assess use of AT and AAC in treatment
bull Help develop strategy for improving competencies within the profession
11
Background Local Survey
Collaboration between
bull Georgia Tools for LifeAMAC at GA Tech
bull UGA Speech ampHearing Clinic
Purpose
bull To discover the ldquostate of the practicerdquo in GA with regard to AAC
12
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Tools for Life AT Demo Lab
bull Tablets
bull Vision Items
bull DME
bull Communication
bull Games
bull Software
bull Switches
bull Keyboards
Tools for Life Network
bull AT Lending Library
bull AT Evaluations amp Training
bull AT Demos
bull Resource and Assistance
bull AT Funding Assistance
bull DME Reuse
Who are We Serving
Over 54000000
individuals in the United States have disabilities that affect their ability to bull see bull hear bull communicate bull reason bull walk bull perform other
basic life functions
Public Law 108-364
People with disabilities are the largest minority group in America
This group cuts across racial ethnic religious gender and age boundaries
Anyone can become a member of this minority group at any time
National Research
Survey (2011) conducted by ATIA (Assistive Technology Industry Association)
bull Discover attitudes of SLPs toward AT and AAC
bull Assess use of AT and AAC in treatment
bull Help develop strategy for improving competencies within the profession
11
Background Local Survey
Collaboration between
bull Georgia Tools for LifeAMAC at GA Tech
bull UGA Speech ampHearing Clinic
Purpose
bull To discover the ldquostate of the practicerdquo in GA with regard to AAC
12
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Tools for Life Network
bull AT Lending Library
bull AT Evaluations amp Training
bull AT Demos
bull Resource and Assistance
bull AT Funding Assistance
bull DME Reuse
Who are We Serving
Over 54000000
individuals in the United States have disabilities that affect their ability to bull see bull hear bull communicate bull reason bull walk bull perform other
basic life functions
Public Law 108-364
People with disabilities are the largest minority group in America
This group cuts across racial ethnic religious gender and age boundaries
Anyone can become a member of this minority group at any time
National Research
Survey (2011) conducted by ATIA (Assistive Technology Industry Association)
bull Discover attitudes of SLPs toward AT and AAC
bull Assess use of AT and AAC in treatment
bull Help develop strategy for improving competencies within the profession
11
Background Local Survey
Collaboration between
bull Georgia Tools for LifeAMAC at GA Tech
bull UGA Speech ampHearing Clinic
Purpose
bull To discover the ldquostate of the practicerdquo in GA with regard to AAC
12
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Who are We Serving
Over 54000000
individuals in the United States have disabilities that affect their ability to bull see bull hear bull communicate bull reason bull walk bull perform other
basic life functions
Public Law 108-364
People with disabilities are the largest minority group in America
This group cuts across racial ethnic religious gender and age boundaries
Anyone can become a member of this minority group at any time
National Research
Survey (2011) conducted by ATIA (Assistive Technology Industry Association)
bull Discover attitudes of SLPs toward AT and AAC
bull Assess use of AT and AAC in treatment
bull Help develop strategy for improving competencies within the profession
11
Background Local Survey
Collaboration between
bull Georgia Tools for LifeAMAC at GA Tech
bull UGA Speech ampHearing Clinic
Purpose
bull To discover the ldquostate of the practicerdquo in GA with regard to AAC
12
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
National Research
Survey (2011) conducted by ATIA (Assistive Technology Industry Association)
bull Discover attitudes of SLPs toward AT and AAC
bull Assess use of AT and AAC in treatment
bull Help develop strategy for improving competencies within the profession
11
Background Local Survey
Collaboration between
bull Georgia Tools for LifeAMAC at GA Tech
bull UGA Speech ampHearing Clinic
Purpose
bull To discover the ldquostate of the practicerdquo in GA with regard to AAC
12
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Background Local Survey
Collaboration between
bull Georgia Tools for LifeAMAC at GA Tech
bull UGA Speech ampHearing Clinic
Purpose
bull To discover the ldquostate of the practicerdquo in GA with regard to AAC
12
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Research Team
bull Christopher Lee PhD ndash Director AMAC at GA Tech
bull Carol Ann Raymond MEd EdS CCC-SLP Director UGA Speech ampHearing Clinic
bull Carolyn Phillips MEd ATP Director GA Tools for Life at AMAC
bull Ben Satterfield EdD ndash Asst Professor UGA Communication Science amp Special Education and Research Consultant to GA Tools for LifeAMAC
13
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Methodology Phase 1
bull Survey of 28 questions ndash expanded upon national survey instrument
bull Data collected via Survey Monkey bull All were Speech-Language Pathologists
in Georgia (117 survey respondents) bull Names and addresses were obtained
from the State Licensure Board bull Most questions were 5-point Likert
survey questions (1-low 5-high) bull Some questions involved ranking
factors according to perceived influence
bull Opportunity for comment was provided following most questions
14
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Methodology Phase 2
15
bull Panelists received the results of the initial survey to review along with a list of conclusions and implications
bull The conclusions from phase 1 were presented to the panel in the form of a survey (5 point Likert Scale questions) asking their level of agreement with these conclusions and soliciting any comments they might care to add
bull Responses were statistically analyzed using median mean and interquartile range (IQR) Summarized data concerning the panelrsquos collective expression was then submitted along with the survey items to each panelist Panelists were asked to consider the items again - this time with the panels collective insight
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Methodology Phase 2
16
bull Steps 2 and 3 were repeated in a second round (in an attempt to see what level of consensus the panel might reach
bull The target level of consensus for this study was IQR le 10
bull The panel was able to reach consensus on eight of the ten conclusions within two rounds However a division of opinion on two questions was established in the second round
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Findings
Demographic data about
bull Primary practice setting
bull Experience
bull Caseload
17
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Primary Practice Setting
00
100
200
300
400
500
600
700
800
Sch
oo
ls ndash
Pre
-sch
oo
l th
ru G
rad
e 1
2
Ho
sp
ita
ls
Lo
ng
Te
rmC
are
Skill
ed
Nu
rsin
g
Pri
va
te p
ractice
Un
ive
rsity
Ou
t-p
atie
nt
reh
ab
What is your primary practice setting
18
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Caseload by AgeGroup
Birth ndash two 9
Ages 3 to 6 (Preschool) 23
Kindergarten to 12th Grade ages 43
Adult (Ages 21 to 64) 10
Older Adults (Ages 65 and older) 10
Other 5
Caseload By Age Group
19
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Caseload by AgeGroup
Adult 15
Both 11
Pediatric 74
Caseload by Age Group
20
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Experience
Pre 1995 44
Since 1995 56
Year of Graduate Degree
21
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Findings
bull SLPs in Georgia are very interested in AT and AAC
22
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Familiarity with AAC Systems
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 0 138 0 69 172
SLPs Child 21 124 32 629 196
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I Am Familiar with AAC Systemshellip
23
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Would like to know more about AT devices and services
No Maybe Yes
SLPsAdult 69 103 827
SLPs Child 62 134 804
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I would like to know more about AT devices and services (by caseload)
No Maybe Yes
Pre-1995 78 141 781
After 1996 2 12 86
0
10
20
30
40
50
60
70
80
90
100
Pe
rce
nta
ge
I would like to know more about AT devices and services (by experience)
24
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Tablets iPads and Apps
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 69 206 34 414 276
SLPs Child 131 172 2 414 263
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
I need to learn more about how to use tablets (iPad etc) and apps in my clinical practice
25
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Findings
bull Are there enough SLPs who are competent in AT and AAC to meet client demand
26
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Are there enough SLPs who know AAC
27
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 268 393 134 196 09
0
5
10
15
20
25
30
35
40
45
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge to meet the needs of consumers
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
There Enough SLPs with AAC Knowledgehellip
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 64 3
SLPs Child 62 21
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
There are enough SLPrsquos with AAC knowledge
28
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Findings
bull Are SLPrsquos who include AAC in their practices very knowledgeable about AAC intervention strategies including but not limited to AAC technologies
29
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Do SLPs Know AAC Strategies
30
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 35 318 239 38 26
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
Are SLPs very knowledgeable about AAC intervention strategies
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
SLPsAdult 536 464
SLPs Child 619 381
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
31
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Do SLPs Know AAC Strategies
Disagree or Not Sure Agree - Somewhat or Strongly
Pre-1995 629 379
After 1996 549 451
0
10
20
30
40
50
60
70
Axi
s Ti
tle
SLPs are Knowledgeable About AAC Intervention Strategies
32
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Findings
bull Do SLPs in Georgia feel they have received adequate education in AT and AAC
33
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Preparation of SLPs for AAC
34
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
Series1 366 368 2 175 7
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AAC in my undergraduate andor graduate program
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
Pre-1995 844 14
After 1996 587 35
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge
I had adequate preparation in AAC (by experience)
35
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
I Had Adequate Prep in AAC
Disagree - Somewhat or Strongly Agree - Somewhat or Strongly
SLPsAdult 586 379
SLPs Child 673 214
0
10
20
30
40
50
60
70
80
Pe
rce
nta
ge
I had adequate preparation in AAC (by caseload)
36
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Preparation in AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 276 345 0 207 171
SLPs Child 337 357 61 143 3
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I had adequate preparation in AT (beyond AAC) in my undergraduate andor graduate program
37
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Factors That Would Increase Availability of SLPs with AAC Skills
0
10
20
30
40
50
60
70
80
More opportunities for continuingeducation in AAC
More information regardingevidence-based intervention
practices in AAC
More AAC preservice requirements More knowledge about available AACproducts
Percent Ranked in Top 3
38
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Top Barriers to Increased Preparation for AAC
0
10
20
30
40
50
60
70
Lack of AAC content integratedin other courses
No time in the program for a required ldquodedicatedrdquo course in
AAC
Lack of AAC clinicalopportunities in the University
clinic
Lack of faculty who are well-versed in AAC
Lack of AAC clinicalopportunities in field
placements
Ranked in Top 3
39
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Most Important Factors in Pre-service Ed that Would Result in More SLPs
Practicing AAC Effectively
0
10
20
30
40
50
60
70
80
90
More required coursescredits in AAC Mentoring by experienced AAC professionals More elective coursescredits in AAC
Percent Ranked in Top 3
40
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Factors that Would Enable SLPs to Become More Knowledgeable About AAC
0
10
20
30
40
50
60
70
80
Continuing education on thejob site
Mentoring by experiencedAAC professionals
Continuing education at stateconferencesconventions
Live webinars Recorded webinars andonline knowledge bases
Percent Ranked in Top 3
41
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Findings
bull SLPs are seeing clients who are candidates for should be using AAC
42
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Potential Candidates for AAC
Never Rarely Occasionally Often Regularly
SLPsAdult 34 34 483 345 103
SLPs Child 21 94 323 24 323
0
10
20
30
40
50
60
Pe
rce
nta
ge
I see clients who might be candidates for AAC
43
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Findings
bull SLPs are providing AAC evaluations
44
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Conducting AAC Evals
Never Rarely Occasionally Often Regularly
SLPsAdult 207 241 345 207 0
SLPs Child 319 277 227 124 62
0
5
10
15
20
25
30
35
40
Pe
rce
nta
ge
I conduct AAC evaluations
45
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Findings
bull SLPs are providing therapy that involves AAC
46
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Providing AAC Therapy
Never Rarely Occasionally Often Regularly
SLPsAdult 69 138 483 172 138
SLPs Child 52 155 289 196 309
0
10
20
30
40
50
60
Pe
rce
nta
ge
I provide therapy that involves AAC
47
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
SLPs Familiar with Definitions of AT
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 206 172 31 206
SLPs Child 71 132 173 296 276
0
5
10
15
20
25
30
35
Pe
rce
nta
ge
Respondents familiar with the IDEA 2004 definition of AT Devices amp Services
48
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Accessibility Awareness
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 103 241 34 138 483
SLPs Child 75 15 108 29 376
0
10
20
30
40
50
60
Pe
rce
nta
ge
I am familiar with the requirements that all (not just blind) students who have print disabilities must have access to print instructional materials in an accessible format free of charge
49
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Adapting Curriculum
Strongly Disagree Somewhat Disagree Not Sure Somewhat Agree Strongly Agree
SLPsAdult 207 345 69 275 103
SLPs Child 102 184 133 469 112
0
5
10
15
20
25
30
35
40
45
50
Pe
rce
nta
ge
I am familiar with AT tools for adapting curriculum
50
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Findings
Expert Panel Debate
bull Do most SLPs in GA include AAC in their therapy on a regular basis
bull Two strongly held positions
1 All SLPs are using Low Tech tools facing iPads
2 Too many SLPs are ldquodabblingrdquo real AAC intervention involves long term planning greater commitment to future language development
51
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Findings
bull Are SLPs open to mentoring and other forms of professional development to increase competencies in the area of AT and AAC
52
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Being a Mentor for AAC
No Maybe Yes
Pre-1995 563 313 125
After 1996 571 286 143
0
10
20
30
40
50
60
Pe
rce
nta
ge
I would be interested in being a mentor
(by experience)
No Maybe Yes
SLPsAdult 345 483 172
SLPs Child 583 271 135
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being a mentor (by caseload)
53
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Want to Be Mentored in AAC
No Maybe Yes
SLPsAdult 172 241 586
SLPs Child 198 333 469
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by caseload)
No Maybe Yes
Pre-1995 29 323 387
After 1996 78 333 588
0
10
20
30
40
50
60
70
Pe
rce
nta
ge
I would be interested in being mentored (by experience)
54
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Sources for AACAT Training
ASHA-sponsored conferencesPracticing SLPrsquos sharing their
experiences AT vendors
ATIA-sponsored conferences orwebinars
Series1 85 65 42 38
0
10
20
30
40
50
60
70
80
90
Pe
rce
nta
ge R
anki
ng
in T
op
3
Trusted sources for quality continuing AT training
55
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Training Requested
Available assessment tools ndash whatrsquos
available and how to use them
Comparison ofcommunication apps
Resources and strategies for
funding (including grants) ndash this
includes funding for mobile amp tablet devices (such as
iPhones iPads etc) and apps
How to select theright tools for each
client
Overview of ATrelevant to speech-language pathology
(beyond AAC)
Mobile amp tabletdevices (such as
iPhones iPads etc)as instructional tools
and studentsupports - how they
work with the IEPGoals
Series1 703 685 676 631 622 622
580
600
620
640
660
680
700
720
Pe
rce
nta
ge
Requested Training Topics
56
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Conclusions
bull SLPs are interested and knowledgeable in AT and AAC 80 say that they are familiar with AAC systems and devices Yet 93 of respondents would like to know more about the range of AT and AAC devices and services that can help the learning and communications competencies of the clients in their caseloads
bull There are not enough AT and AAC-competent SLPs 80 of respondents express doubts that there are sufficient ranks of SLPs with AT and AAC knowledge to meet the needs of consumers
57
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Conclusions
bull The overwhelming majority (89) of SLPs in GA clients who need (would be candidates for) AAC services or systems
bull Only a few GA SLPs ( 17 of respondents) regularly conduct AAC evaluations 58 reported that they seldom or never provide evals
bull A minority of SLPs in GA regularly provide AAC therapies Only 28 of respondents indicated that they provide such therapy regularly Another 51 reported that they include AAC in their therapy less than regularly 21 do so seldom or never
58
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Conclusions
bull SLPs feel that they do not receive adequate education in AT and AAC 73 of respondents feel that they lack adequate preparation in AT and AAC in school
bull The majority of GA SLPs (75) feel that they had inadequate preparation in AT beyond AAC in their undergraduate andor graduate programs
bull SLPs point out a lack of consistency in SLP delivery of AT and AAC services More 58 of respondents were unsure or doubted that their SLP colleagues who employ AT and AAC intervention strategies and technology are not knowledgeable in AT and AAC
59
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
Conclusions
bull SLPs desire more knowledge about AT and AAC especially in the realm of new technologies such as tablet computers More than 69 of respondents want more information about tablets and their potential role in AT and AAC treatment
bull In terms of remediating AT and AAC knowledge gaps in the profession SLPs favor a mix of pre-service curriculum modifications more continuing education opportunities access to just-in-time resources and increased mentorship More than 80 indicated that they would consider mentoring as a way to enhance their professional skills in AAC and AT
bull 60
QUESTIONS
61
QUESTIONS
61