School-Based Professionals' Knowledge of Autistic Speech and Augmentative and Alternative Communication Decision Making

Alyssa Hillary Zisk; Brandon Eddy; Amy L. Donaldson; Sara Cannalonga; Olivia Strickland; endever corbin; jorja harper t schall

doi:10.1055/s-0044-1793928

Seminars in Speech and Language, Table of Contents

Semin Speech Lang 2024; 45(05): 524-542
DOI: 10.1055/s-0044-1793928

Pediatric Clinical Seminar

School-Based Professionals' Knowledge of Autistic Speech and Augmentative and Alternative Communication Decision Making

Authors

Alyssa Hillary Zisk

¹AAC Research Team, AssistiveWare, Amsterdam, The Netherlands
Brandon Eddy

²Department of Speech & Hearing Sciences, Portland State University, Portland, Oregon
Amy L. Donaldson

²Department of Speech & Hearing Sciences, Portland State University, Portland, Oregon
Sara Cannalonga

³Portland State University, Portland, Oregon
Olivia Strickland

³Portland State University, Portland, Oregon
endever corbin

⁴Neurodevelopmental and Related Disabilities, Oregon Health & Science University, Portland, Oregon
jorja harper t schall

⁴Neurodevelopmental and Related Disabilities, Oregon Health & Science University, Portland, Oregon

Abstract

Autistic adults report communication access barriers related to the prioritization of speech over all other forms of communication. Our participatory research team, including autistic adults who use augmentative and alternative communication (AAC) both part- and full-time, designed and administered a 35-question online survey to examine school-based professionals' knowledge, training, and practices related to AAC and autism. The current study reports a portion of the larger data set specific to participants' definitions of speech terms related to autistic speech. A total of 567 participants completed the survey. Thematic analysis of participants' responses to speech definitions revealed multiple themes, including a focus on speech without implying or suggesting other forms of communication, speech production (mechanics), communication functions (intentionality), deficits, and definitions that were exclusionary in nature (e.g., identifying what the term did not define). Quantitative analysis of definitions of autistic speech revealed the need for increased exposure to these internal speech states for professionals working with autistic children. Increasing school-based professionals' knowledge, including community-sourced knowledge, related to autism and AAC, can improve access to AAC for speaking autistic students who may benefit from AAC.

Keywords

autism - augmentative and alternative communication - school-based professionals - communication access - participatory research

Full Text

References

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