A Qualitative Content Analysis of Augmentative and Alternative Communication Goals in Schools: Explaining Pedagogical Influences for Practical Solutions.
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| Title: | A Qualitative Content Analysis of Augmentative and Alternative Communication Goals in Schools: Explaining Pedagogical Influences for Practical Solutions. |
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| Authors: | Erwin-Davidson, Lisa1, Vento-Wilson, Margaret2 margaret.vento-wilson@csulb.edu |
| Source: | Language, Speech & Hearing Services in Schools. Jan2026, Vol. 57, p123-139. 17p. |
| Subject Terms: | *Content analysis, *Goal (Psychology), *Social learning theory, *Research methodology, Cross-sectional method, Facilitated communication, Research funding, Evaluation of human services programs, Questionnaires, Statistical sampling, Descriptive statistics, Conceptual structures, Data analysis software, Professional competence |
| Abstract: | 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 crosssectional 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190922031 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Qualitative Content Analysis of Augmentative and Alternative Communication Goals in Schools: Explaining Pedagogical Influences for Practical Solutions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Erwin-Davidson%2C+Lisa%22">Erwin-Davidson, Lisa</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Vento-Wilson%2C+Margaret%22">Vento-Wilson, Margaret</searchLink><relatesTo>2</relatesTo><i> margaret.vento-wilson@csulb.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jan2026, Vol. 57, p123-139. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Goal+%28Psychology%29%22">Goal (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+learning+theory%22">Social learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitated+communication%22">Facilitated communication</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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 crosssectional 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2025_LSHSS-24-00153 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 123 Subjects: – SubjectFull: Content analysis Type: general – SubjectFull: Goal (Psychology) Type: general – SubjectFull: Social learning theory Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Cross-sectional method Type: general – SubjectFull: Facilitated communication Type: general – SubjectFull: Research funding Type: general – SubjectFull: Evaluation of human services programs Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Statistical sampling Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Conceptual structures Type: general – SubjectFull: Data analysis software Type: general – SubjectFull: Professional competence Type: general Titles: – TitleFull: A Qualitative Content Analysis of Augmentative and Alternative Communication Goals in Schools: Explaining Pedagogical Influences for Practical Solutions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Erwin-Davidson, Lisa – PersonEntity: Name: NameFull: Vento-Wilson, Margaret IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 57 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
| ResultId | 1 |
