‘AAC Isn't a Take It or Leave It’: The Augmentative and Alternative Communication Training Experiences of Australian Speech‐Language Pathologists Working in Paediatrics

ABSTRACT Background Augmentative and alternative communication (AAC) is a core area of practice for Australian speech‐language pathologists (SLPs); however, there is no current literature describing the state of AAC training in Australia. Aim Therefore, this study aimed to investigate the training experiences and needs of Australian SLPs in AAC. Method and Procedures This study followed a sequential‐explanatory mixed methods approach. First, 205 SLPs completed a quantitative online survey. Next, 16 SLPs participated in a one‐on‐one, semi‐structured interview, which was conducted over Zoom. Results were than triangulated for analysis. Outcomes and Results Overall, SLPs rated their university training in AAC as poor, and this did not differ based on time spent in the workforce. SLPs felt that current students should be receiving comprehensive training in AAC at university, inclusive of theory and practice. SLPs reported accessing a range of post‐professional training, but the most common training formats did not align with their training preferences, which included practical, face‐to‐face training with a presenter who is knowledgeable and passionate about AAC. Conclusions and Implications Given that AAC has been recognised as a practice area in Australia since 2012 and AAC users are present on most paediatric SLP caseloads, better quality training needs to be made accessible throughout Australia. This is particularly pertinent for university programmes that are responsible for training the future SLP workforce. WHAT THIS PAPER ADDS What is already known on this subject Speech‐language pathologists (SLPs) internationally report limited training in AAC while at university. Minimal research has been conducted on the training of SLPs in AAC in Australia. What this study adds to existing knowledge Australian SLPs report inadequate AAC training at university and feel that SLP students require explicit teaching in this area in addition to practical experiences. Qualified Australian SLPs want more training in all content areas relating to AAC. What are the potential or actual clinical implications of this work? University stakeholders should consider how they are currently preparing SLPs to enter the contemporary workforce, which has a high proportion of AAC users. Employers of SLPs should provide a range of training options, including ongoing supervision/mentoring.