"It's a Lot of Collaboration": Related Service Providers Supporting Literacy Instruction for Learners Who Use Augmentative and Alternative Communication.

Abstract

PURPOSE Collaborative teaming has been found to be one of the most critical components in maximizing student outcomes in individuals who use augmentative and alternative communication (AAC). This study aimed to understand roles, barriers, and facilitators of related service providers when working on and collaborating in literacy instruction with learners who use AAC to maximize literacy outcomes. METHOD This study used an exploratory-descriptive qualitative design based on an in-person focus group of related service providers (occupational therapists, physical therapists, and speech-language pathologists) who all contribute to the development and implementation of literacy goals for students who use AAC. Qualitative analysis methods were used to transcribe and code the data thematically. RESULTS After analysis, four themes and nine subthemes were identified by the research team. Results highlight considerations including positioning and access, coaching, direct instruction, defined roles, common goals, and collaboration. Although the qualitative study captures the perspectives of members of a single school team, the findings help to support future research directions and implementation facilitators. CONCLUSIONS There is limited research that documents the various roles of related service providers when considering literacy adaptations and implementation (e.g., positioning needs to access literacy materials, the consistency of instruction, and increasing time in instruction). Collaborative teaming and goal planning among related service providers can potentially maximize literacy instruction for learners who use AAC.