Thompson, K. (2022). Teachers’ experiences using AAC devices to manage inappropriate behavior: A basic qualitative study (Publication No. 29992233) [Doctoral dissertation,  Capella University]. ProQuest Dissertations & Theses Global.

Abstract:

“The problem of this basic qualitative study explored whether there is an underrepresentation of information surrounding strategies, systems, and programs special education teachers use to support students using augmentative alternative communication (AAC) and the impact said information has on student behaviors. The purpose of this basic qualitative study was to explore kindergarten through twelfth-grade self-contained special education teachers’ successes and failures when using AAC to decrease inappropriate behaviors. In addition, the following research study utilized the technological, pedagogical, and content knowledge (TPACK) theoretical framework, which looked at processes, trainings, strategies, challenges, successes, and overall knowledge on specific AAC programs and devices teachers utilized through a TPACK lens. The basic qualitative study used semi-structured interviews to answer the research question: What strategies, programs, or practices are preschool through twelfth-grade teachers using when implementing AAC in the classroom to decrease inappropriate behaviors? The sample consisted of six self-contained special education teachers of varying grade levels. Participants selected represent two school districts in the Northwest region of the United States with a minimum of three years teaching experience utilizing AAC and managing student behavior. The overall goal was to obtain 10-12 participants; however, due to Covid-19 gaining consent from participants was difficult. Further research would suggest interviewing additional teachers within the parameters of the study to be able to reach saturation. The practical implications of the study provided self-contained special education teachers not using AAC devices a guide to follow when using AAC in self-contained classrooms. The guide shared teachers’ successes and failures when using specific AAC programs or devices. The analysis discovered five themes regarding teachers’ processes, strategies, challenges, training, and knowledge: low-tech before high tech, built-in reward systems, consistency of use, more access to training on high-tech AAC, and understanding individual students’ levels of need. The findings indicated that teachers with consistent processes, strategies and a strong understanding of individual students needs had more success in reducing students’ aberrant behaviors and increasing the students’ ability to communicate appropriately. Recommendations for future studies include expanding the research question to additional regions of the United States. Additional research includes discovering district level processes, strategies, challenges, and training provided to teachers, support staff and families in support of AAC to improve student communication and access the classroom or community.”