Talk Like Me: Supporting Students Who Are African American Using Augmentative and Alternative Communication

Purpose With the changing demographics, speech-language pathologists are increasingly supporting diverse caseloads. Research and discussion within the profession often look at culturally and linguistically diverse populations as a monolith and may provide heightened focus on the complexity of bi/multilingual communicators who require augmentative and alternative communication (AAC); however, an exclusive focus on African Americans who use AAC is limited within the published body of research. This article aims to open discussion around the unique and specific supports needed to provide ethical services for African Americans who require AAC systems. Method A review of published literature across disciplines, including communication disorders, health and medicine, education, and social sciences across the last two decades was synergized with analysis of government and professional organization data sets, and professional reflection based upon clinical experience. Results Speech-language pathologists developing a practice embedded with cultural competence and client advocacy will support not only just the AAC user but also their family as primary communication partners. Analysis of the institutional barriers, and how to mitigate the impact, will lead the clinician to culturally responsive intervention strategies. Conclusions It is imperative to use culturally responsive techniques from the stage of referral through the assessment and into intervention. Clinicians engaging in a culturally responsive practice will help reduce institutional barriers for African Americans using AAC, while also increasing the participation and engagement of both the person who uses AAC and their family communication partners. Evidence-based practices already being implemented for supporting African Americans with communication disorders can be extrapolated to support the specific subgroup who require AAC for functional communication.