A Qualitative Content Analysis of Augmentative and Alternative Communication Goals in Schools: Explaining Pedagogical Influences for Practical Solutions

Findings suggest that SLPs can identify signal words and phrases that evoke a learning theory that either supports or does not support aided language development for daily communication. Beyond specific, measurable, achievable, relevant, and timebound goal recommendations, these findings provide practical suggestions for adjusting the wording within goals that clarify instructional intent and guide intervention that is supported by an overarching learning theory meant to improve students' learning potential and make progress on academic standards.