The training of speech-language pathologists in augmentative and alternative communication: A scoping review.

Abstract

Purpose: Prior reviews have identified that US speech-language pathologists receive minimal university training in augmentative and alternative communication. This scoping review sought to identify and synthesise current research on training experiences, needs, and outcomes of clinicians in augmentative and alternative communication, globally.

Method: A scoping review was conducted identifying literature within four databases in addition to citation chaining. Two authors reviewed 30% of abstracts with the final 70% reviewed by the first author. Review of full texts followed the same method. Data were extracted and analysed according to participant profile, training experiences, needs, and outcomes.

Result: Thirty-one studies were included. Clinicians reported limited university training in augmentative and alternative communication; many reported accessing post-graduate training. Training needs varied, however, the need for training in augmentative and alternative communication was commonly reported (options, high-tech, assessment, and intervention).

Conclusion: We found there is substantial variability in how augmentative and alternative communication training is provided at university level both within and between countries. Clinicians reported accessing post-qualification training and indicated training needs in a range content areas. The outcomes of training in augmentative and alternative communication appears positive for student-clinicians. Further research focussed on qualified-clinicians is required using comprehensive evaluation procedures.