Augmentative and alternative communication continuing education programs for multidisciplinary teams—Does it make a difference?

Orit E. Hetzroni, Adi Ne'eman

Research output: Contribution to journalArticlepeer-review

Abstract

Although augmentative and alternative communication (AAC) has been in use for several decades, many multidisciplinary teams do not implement the available knowledge in their practice. Limited availability of AAC programs has been purported as a reason for its limited use. The purpose of this study was to investigate the effects of a dynamic intensive continuing education program aimed to provide multidisciplinary teams with theoretical and practical knowledge in AAC, teamwork, literacy, and family issues regarding the application of AAC for individuals with complex communication needs, on the participants' knowledge, skills, attitudes, and myths. A mixed method was used to investigate two out-service and three in-service continuing education programs consisting of 136 multidisciplinary staff members. Results demonstrate that participants gained knowledge and skills, changed attitudes, and refuted previously held myths. Participants reported changes in practice and in collaboration within their teams, with individuals at their settings, and with their families.

Original languageAmerican English
Pages (from-to)359-370
Number of pages12
JournalJournal of Policy and Practice in Intellectual Disabilities
Volume20
Issue number4
DOIs
StatePublished - Dec 2023

Keywords

  • augmentative and alternative communication (AAC)
  • communication disorders
  • multidisciplinary teams
  • professional development
  • program evaluations
  • teacher education

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Public Health, Environmental and Occupational Health

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