Exploring Knowledge and Sources of Information on Augmentative and Alternative Communication Among Board-Certified Behavior Analysts

Applied Behavior Analysis (ABA) is often recommended to help autistic individuals develop needed skills, and as such, Board-Certified Behavior Analysts (BCBAs) should be prepared to assist minimally verbal individuals to learn how to communicate. Augmentative and Alternative Communication (AAC) can be a helpful tool to assist communication for these individuals. An explanatory sequential mixed-methods study, including a survey with Likert-type and open-answer questions and a semi-structured interview, was conducted to learn if BCBAs are receiving training on AAC systems and where they are obtaining AAC-related professional development. The survey and interview also inquired about collaboration with other professionals regarding the use of AAC systems. The survey was analyzed using descriptive statistics, and the interview transcripts and open-response questions were analyzed using reflexive thematic analysis. The analysis of the survey answers, open-ended responses, and thematic analysis of the interviews indicated a familiarity with PECS, but participants differed in their knowledge of high-tech AAC. It was also indicated that BCBAs generally wanted more AAC training with a behavioral focus. Future research is needed to understand behavior analysts’ training needs and create effective training.