Developing augmentative and alternative communication competence in preservice speech-language pathologists: A collaborative model for clinical educators

Purpose: Practicing speech-language pathologists (SLPs) reveal a perceived lack of preparedness to deliver augmentative and alternative communication (AAC) services. This is concerning because it is indicative of inadequate gradu-ate training in AAC. The purpose of this clinical focus article was to present a collaborative model of clinical education for AAC preservice training. This clini-cal focus article will provide recommendations to support practicing SLPs in the provision of effective clinical instruction for preservice clinicians working with individuals with complex communication needs who require AAC. Method: There is an urgent need for improved training for clinical educators providing instruction in AAC. In this clinical focus article, a literature review of the existing evidence regarding best practices in clinical education and AAC training for SLPs was completed to explore current theoretical and practical approaches. The evidence was utilized to create a collaborative model of rec-ommended clinical education in AAC. Results: There is limited guidance for clinical educators when it comes to train-ing preservice clinicians. This clinical focus article provides recommendations for AAC training of preservice SLPs by clinical educators in the field of speech-language pathology. Conclusions: The collaborative model proposed in this clinical focus article delivers a roadmap to guide practicing SLPs in the development of AAC clinical competence of preservice clinicians. Future research is needed to evaluate the effectiveness of the model.