"Does My Student Need AAC?": Identifying the Factors Influencing Speech-Language Pathologists' Initiation of AAC Evaluations through Survey

Augmentative and alternative communication (AAC) methods and devices enable individuals to communicate when otherwise unable to communicate fluently and verbally. Introducing AAC to children with developmental disabilities encourages increased communication and speech production (Yuan et al., 2024). ASHA states that there are no prerequisites for AAC use. The authors wholeheartedly agree with this position (American Speech-Language-Hearing Association, n.d.). However, if no exclusion criteria for AAC use exists, AAC should be considered for each and every student. This is not common practice in the field. Due to the absence of exclusion criteria, the factors that prompt speech-language pathologists to initiate an evaluation vary. The authors of this survey-based research aim to gather insights into the experiences of speech-language pathologists (SLPs) in educational settings, inquiring about the main factors influencing their decision-making process to initiate AAC evaluations for students with communication disorders. Examples of these factors include years of experience with AAC, educational background, caseload size, and whether the clinician considers AAC usage for every student on their caseload.