Enhancing professionals’ knowledge and self-efficacy in AAC assessment using a co-designed training programme : comparing the effectiveness of two online training methods

Abstract

Background: Effective and successful augmentative and alternative communication (AAC) service delivery relies on the knowledge and competence of professionals in the field of AAC. Sufficient training in AAC is therefore required for professionals to deliver quality AAC service. However, structured opportunities for professional development in AAC are critically needed, particularly in AAC assessment. Such opportunities should consider the realities of the working professional as well as the principles of andragogy. The main aim of this study is to develop a training programme on AAC assessment, using a process of co-design, and subsequently to determine the effectiveness of the training programme delivered by using two online training methods on professionals’ knowledge of and self-efficacy in AAC assessment. Method: An exploratory sequential mixed-methods research design was conducted in three phases. Phase 1 of the study reviewed the current literature on training programmes for professionals who provide AAC services, followed by two asynchronous online focus group discussions to understand the experiences and training needs of professionals in AAC. The focus groups formed part of the pre-design phase in the co-design process. Phase 2 developed an online training programme on AAC assessment, which was guided by the results of Phase 1 and a co-design process. Phase 2 formed part of the generative phase in the process of co-design. Phase 3 involved the delivery of the online training programme by means of two online training methods. These included the evaluative and post-design phases of the co-design process. Phase 3 involved the delivery of the online training programme using two methods, namely the combined (asynchronous and synchronous) online training method and the purely asynchronous online training method and a comparison of these two training methods. Results: The effects that the two methods of online training had on professionals’ knowledge of and self-efficacy in AAC assessment were determined using a two-arm group control trial with wait-list control. Regardless of the online training method, both studies revealed a significant increase in knowledge as well as self-efficacy in AAC assessment. Although some suggestions for improvement were made, participants mainly perceived both online training methods positively. The process of developing training programmes followed in this study could be used to guide the development of other online training programmes in AAC. This will address the critical need for professional development opportunities in AAC.