Department of Pediatrics, Institute on Development and Disability, Oregon Health and Science University, Portland.
Am J Speech Lang Pathol. 2023 Sep 11;32(5):2158-2177. doi: 10.1044/2023_AJSLP-23-00041. Epub 2023 Jul 25.
This qualitative study explores classroom contextual factors influencing augmentative and alternative communication (AAC) use in early childhood classrooms.
Semistructured interviews were conducted with six special education teachers, 13 speech-language pathologists (SLPs), and one SLP assistant. Interviews were analyzed inductively in a systematic, multistep coding process using the constant comparative method with member checking.
Seven themes were identified that affected AAC use in the classroom. Each theme was organized into three categories: individual-, classroom-, or school-level factors. Three themes were categorized as individual-level factors: , , and . One theme was a classroom-level factor: . Finally, three themes were considered school-level factors: , , and Conclusions: Teachers and SLPs felt that collaborative teams with AAC expertise, a school culture that endorsed AAC, and solid administrative support accelerated AAC adoption by normalizing AAC use in the classroom. Due to classroom demands, they struggled to use strategies such as aided AAC modeling and responsiveness during group instruction. Finally, participants emphasized that while it was necessary to customize AAC systems for each student, this individualization makes it harder for staff to learn each system and integrate them into classroom activities.
本定性研究探讨了影响学前教室中使用增强和替代沟通（AAC）的课堂环境因素。
对六名特殊教育教师、十三名言语治疗师（SLP）和一名 SLP 助理进行了半结构化访谈。使用成员核对的恒比法，以系统的、多步骤的编码过程对访谈进行了归纳分析。
确定了影响课堂上 AAC 使用的七个主题。每个主题都分为三类：个人、课堂或学校层面的因素。三个主题被归类为个人层面的因素：、和。一个主题是课堂层面的因素：。最后，三个主题被认为是学校层面的因素：、和。
教师和言语治疗师认为，具有 AAC 专业知识的协作团队、认可 AAC 的学校文化以及坚实的行政支持，通过使 AAC 在课堂上正常化，加速了 AAC 的采用。由于课堂需求，他们在小组教学中难以使用辅助 AAC 建模和响应性等策略。最后，参与者强调，虽然有必要为每个学生定制 AAC 系统，但这种个性化使得工作人员更难学习每个系统并将其整合到课堂活动中。
