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

Researchers asked 101 teachers in Saudi Arabia about what helps or makes it harder to use communication tools (AAC) with autistic children in classrooms. They found that when teachers think these tools are useful and easy to use, they're more likely to use them. The study shows that schools need to provide ongoing training, make sure all teachers have access to the technology, and create a supportive environment where using these communication tools is encouraged.

This study examined teachers' perspectives on facilitators and barriers to Augmentative and Alternative Communication (AAC) adoption for children with autism spectrum disorder. Using the Technology Acceptance Model approach, researchers surveyed 101 in-service teachers from Saudi Arabia with direct AAC classroom experience. The study found that perceived usefulness and ease of use mediated the impact of facilitators and barriers on AAC adoption. Teachers' attitudes also mediated the relationship between perceived usefulness/ease of use and behavioral intention to use AAC.

The research emphasizes the need for sustained professional development, consistent technology access, and supportive school cultures to facilitate effective AAC implementation in educational settings.

Educational institutions should focus on demonstrating AAC usefulness and providing user-friendly technologies. Sustained professional development programs, equitable technology access, and supportive school cultures are essential for successful AAC adoption. Targeting teacher attitudes through training and support appears crucial for implementation success.

Study limited to Saudi Arabian context which may limit generalizability. Cross-sectional design prevents causal inferences. Sample characteristics and response rates not fully detailed in abstract. Specific AAC types and implementation outcomes not clearly described.

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. This study investigated the perspective of teachers on identifying the facilitators and barriers of AAC usage using the TAM approach. 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. 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. 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.