Facilitators and barriers to augmentative and alternative communication (AAC) adoption for children with autism spectrum disorder (ASD): Teachers' perspectives.

PMID 41564705 | DOI 10.1016/j.ridd.2026.105227 · Research in developmental disabilities · 2026

BACKGROUND: Children with Autism Spectrum Disorder (ASD) often experience significant challenges in verbal and social communication, which can hinder their ability to express needs, interact socially, and participate in educational settings. Augmentative and Alternative Communication (AAC) systems ranging from low-tech tools like picture exchange systems to high-tech speech-generating devices are widely used to support and enhance communication in individuals with limited or nonverbal speech abilities. AIM: This study investigated the perspective of teachers on identifying the facilitators and barriers of AAC usage using the TAM approach. METHOD: Questionnaires were completed by 101 in-service teachers from Saudi Arabia teaching with direct experience in using and supporting AAC in the classrooms. They responded to the developed questionnaire covering various types of facilitators, barriers, perceived usefulness of AAC use, perceived ease of use of AAC, teachers' attitude towards AAC, behavioral intention of teachers to use AAC, and adoption as well as implementation of AAC. The data obtained from the questionnaire were statistically analyzed using IBM SPSS software. RESULTS: The findings showed that perceived usefulness as well as perceived ease of use mediated the impact of facilitators and barriers of AAC. Moreover, teachers' attitude was also found to mediate the impact of perceived usefulness and perceived ease of use on behavioral intention to use. Along with this, the sequential mediation of perceived usefulness or ease of use with teachers' attitude was also established. CONCLUSIONS: To facilitate the effective adoption of AAC, it is imperative that educational institutions provide sustained, practice-oriented professional development, guarantee consistent and equitable access to AAC technologies, and cultivate a school culture that actively endorses and systematically integrates AAC practices across teaching teams.