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Augmentative and Alternative Communication Assessment Practices Followed in a School Setting: A Survey of Cypriot-Greek Speech and Language Pathologists

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Abstract

Objectives

Many countries throughout the world have achieved significant advances in Augmentative and Alternative Communication, whereas in Cyprus the evidence suggests that it is still in its early stages of development. The focus of this study was on assessment methods, which are the foundation for a successful intervention.

Methods

For the study objectives, aspects from the participation model relating to opportunity and access barriers and existing literature on AAC assessment were used to create a questionnaire with multiple-choice answers. A total of 89 speech and language therapists working in a public school setting participated in the study.

Results

The results show that AAC assessment is mainly for pupils with autism spectrum disorder. During the evaluation process, participants used various stimuli, but mostly hearing and visual, whilst using touch, smell, and taste to a much lesser extent. As part of the evaluation process, the participants reported that they focused on whether the individual could express yes/no and voice their basic needs, whereas language domains were not thoroughly assessed. Lastly, the participants focused on the ability of pupils to follow instructions, with other behaviors being assessed to a lesser extent.

Conclusion

Various ideas have emerged regarding how to improve AAC assessment practices in schools.

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Acknowledgements

The authors would like to thank the speech and language pathologists for participating in the study. We would also like to thank the Cyprus Ministry of Education, Culture, Youth and Sport for granting permission to access the participants.

Funding

This work was supported by the Cyprus University of Technology (start-up fund: Elena Theodorou).

Author information

Authors and Affiliations

  1. Department of Rehabilitation Sciences, School of Health Sciences, Cyprus University of Technology, Vragadinou 15, 3041, Limassol, Cyprus

    Elena Theodorou & Eliada Pampoulou

Authors
  1. Elena Theodorou
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  2. Eliada Pampoulou
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Contributions

ET: conceptualized, designed and managed the study, analyzed the data as well as collaborating in the writing and editing of the manuscript throughout the whole process. EP: collaborated in the design of the study, collected the data, collaborated for the data analysis as well as collaborating in the writing and editing of the manuscript throughout the whole process.

Corresponding author

Correspondence to Elena Theodorou.

Ethics declarations

Ethics Approval

All procedures involving human participants were in accordance with the ethical standards of the institutional and national research committees and with the 1964 Helsinki Declaration and its later amendments. Approval was granted by the Centre of Educational Research and Evaluation of the Cyprus Ministry Education, Sports and Youth.

Informed Consent Statement

This study was classified as exempt, and informed consent did not apply. Completing and returning the questionnaire to the researchers was an inducement to participate in the survey.

Conflict of interest

The authors declare no competing interests.

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Theodorou, E., Pampoulou, E. Augmentative and Alternative Communication Assessment Practices Followed in a School Setting: A Survey of Cypriot-Greek Speech and Language Pathologists. Adv Neurodev Disord 7, 231–243 (2023). https://doi.org/10.1007/s41252-022-00298-y

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