A Qualitative Content Analysis of Augmentative and Alternative Communication Goals in Schools: Explaining Pedagogical Influences for Practical Solutions.

PURPOSE: The purpose of this study was to examine and explain the characteristics and underlying assumptions of a cross-sectional sample of 76 deidentified aided augmentative and alternative communication (a-AAC) Individualized Education Program (IEP) goals written within the last 5 years.

METHOD: The researchers conducted a mixed-methods convergent parallel design, which used both content and domain analyses to examine a cross-sectional sample of a-AAC IEP goals as the unit of analysis. The a-AAC IEP goals served as accessible textual data representing products within a community of practice. Findings were integrated to support a trustworthy and practical explanation of a-AAC IEP goal content.

RESULTS: Findings revealed that the a-AAC IEP goals could be strictly included into three overarching theoretical frameworks: (a) 29 goals aligned with a social constructivist framework, (b) 24 with a behaviorist framework, and (c) 20 within the social cognitive learning theory. To assist school-based speech-language pathologists (SLPs) in writing a-AAC goals that align with a pedagogical approach and an overarching learning theory, the authors present six guiding questions that school-based SLPs can reference as they write a-AAC goals that support the development of language for daily communication.

CONCLUSIONS: Findings suggest that SLPs can identify signal words and phrases that evoke a learning theory that either supports or does not support aided language development for daily communication. Beyond specific, measurable, achievable, relevant, and timebound goal recommendations, these findings provide practical suggestions for adjusting the wording within goals that clarify instructional intent and guide intervention that is supported by an overarching learning theory meant to improve students' learning potential and make progress on academic standards.