Barton-Hulsey, A., Boesch, M., Chung, Y.S., Caswell, T., Sontag, A.S., Quach, W. (2023). Emergency and Disaster Preparedness for Individuals Who Use Augmentative and Alternative Communication: Supported Planning Using a Toolkit. American Journal of Speech Language Pathology.
Research
As a member benefit, USSAAC supports the conduct of new research that furthers our vision and mission and is initiated and conducted by our members. Research may arise from one or more committees and address current topics. All USSAAC research includes one or more members who use AAC. USSAAC may provide financial support such as incentives to respondents for completing questionnaires, minigrants, and as funds permit, USSAAC may fund "open access" for members' published articles in peer-reviewed journals. This means research articles are freely available online, immediately upon publication, without cost barriers such as subscription or fees.
The following open access articles are available online through the links below. In addition, short summaries are provided.
https://doi.org/10.1044/2023_AJSLP-23-00086
What was the goal of this study?
- The US Society for Augmentative and Alternative Communication (AAC) developed an online text-based toolkit to help people who use AAC plan for emergencies. This toolkit includes steps and activities to help prepare for communication and other needs during a crisis. This study looked at how helpful this toolkit was for two individuals who use AAC and needed personalized help to use it.
What did the study find?
- We found five themes before using guided intervention to complete the toolkit: (a) need for/no emergency/disaster plan, (b) lack of needed vocabulary for an emergency/disaster, (c) lack of knowledge and resources, (d) minimal preparedness efforts, and (e) limited work with agencies. Participants had both technological and medical challenges in completing the toolkit.
What did we learn?
- Using guided intervention methods to complete the activities of USSAAC's disaster preparedness toolkit was feasible and resulted in positive change in how prepared the young adults who used AAC and their caregivers felt they were.
Why does this matter?
- Emergency/disaster preparedness for individuals who use AAC is critically important. This study highlights the need for preparedness activities that are person-centered and account for the individualized communication support needs of individuals who use AAC. Access to communication is necessary for people who use AAC to advocate for themselves and their needs during a time of crisis.
Hurtig, R. R., Blackstone, S. W., & Goldman, A. S. (2024). Bridging the Gap: Insights From Telepractice Augmentative and Alternative Communication Services in the Digital Age. Perspectives of the ASHA Special Interest Groups, 1-12.
https://pubs.asha.org/doi/10.1044/2024_PERSP-24-00209
What was the goal of this study?
- The study looked at how using telepractice (online services) affects people who need AAC (Augmentative and Alternative Communication) to help them communicate. Researchers wanted to understand how these remote services are being used, what problems they help solve, and how they impact people with communication disabilities and their caregivers.
What did the study find?
- Surveys of speech-language pathologists and clients/families showed that remote AAC services are working well and are viewed positively by both providers and users—more so than in earlier studies done during the pandemic.
What did we learn?
- Telepractice helps people overcome barriers like travel and cost. It makes it easier to connect with trained professionals and improves results for people who need AAC.
Why does this matter?
- Many people struggle to get AAC services because they can't travel easily. If Medicare stops covering telepractice services, many could lose access to the care they need. Keeping these services covered can help ensure more people get the support they require.
Senner, J. E., Quach, W., Chung, Y., Patterson, B., Goldman, A., Blackstone, S., & Post, K. A. (2025). Utilization of a single preferred AAC system in US schools. Augmentative and Alternative Communication, 1–9.
https://doi.org/10.1080/07434618.2025.2516763
What was the goal of this study?
- The researchers wanted to find out whether school staff that use one specific AAC (augmentative and alternative communication) system involve fewer people—like therapists, families, or students—in choosing the system. They also wanted to learn how often school staff are using a single AAC system with their students check data and use clear criteria to see if it's working.
What did the study find?
- Among school staff using a single AAC system with their students:
- They were less likely to include other professionals, families, or students in the decision-making process.
- Only about a third always collected data to track how well the system was working.
- Just about a quarter had clear criteria for judging success.
- A small number had set rules on when to reevaluate or change the system
What did we learn?
- Those school staff were less likely to include different voices—like other professionals, families, or students—in the decision-making process
- Instead, decisions often relied on trial and error or what school staff felt, rather than hard data
Why does this matter?
- AAC systems should be personalized: different students have different needs.
- If only one system is used, and it's chosen without input or data, some students may get stuck with tools that aren't a good fit.
- Schools need:
- Input from students, families, and all professionals involved.
- Ongoing data on how students are doing with the AAC system
- Clear rules for success and guidelines for reevaluating when needed.
The following research initiated and conducted by USSAAC is not currently open access, but contains important information:
Lund, S., Chung, Y.S., Rackensberger, T., Pentland, A., Castillo, A., Williams, G., &Quach, W.(2024). Listen up! Perspectives of people of color who use augmentative and alternative communication. Augmentative and Alternative Communication, 1–13.
