Harnessing Collective Efficacy: Strategies for Augmentative…

Dec 22/Jan 23 Closing The Gap Solutions - Collaborating With Augmentative and Alternative Communication (AAC) Users Gains A New Perspective To Best Support Clients By Lydia Dawley

augmentative and alternative communication (AAC)

Summary : This article explores the challenges of implementing Augmentative and Alternative Communication (AAC) systems in educational settings, highlighting challenges such as perceptions and knowledge of AAC. It emphasizes the importance of collective efficacy—a shared belief in the team's ability to improve student outcomes. By fostering collaboration, setting shared goals, and addressing resistance, teams can enhance AAC implementation. This article explores the four key sources for building collective efficacy: mastery experiences, vicarious experiences, social persuasion, and positive emotional states, ultimately improving AAC success for students. Harnessing Collective Efficacy: Strategies for Augmentative Alternative Communication Implementation

INTRODUCTION The implementation of Augmentative and Alternative Communication (AAC) is an effective strategy for supporting students who are unable to communicate through conventional means. Research has demonstrated that AAC can significantly enhance language development, social interactions, and academic performance. Nevertheless, many educational teams encounter persistent barriers to the provision and implementation of AAC systems. During the Closing the Gap 2024 presentation “Harnessing Collective Efficacy in AAC Implementation: Strategies for Success", we gathered feedback from participants regarding the primary obstacles they face in integrating AAC within their educational settings. The predominant challenges identified were the perceptions of AAC held by team members and time constraints related to services for use. These challenges directly impact caregiver and provider buy-in for implementation.

Image 1: Bubble chart representing the responses at CTG 24 to the question, “What are barriers you have experienced when it comes to bringing others on board with AAC?”

PAIGE BUCKINGHAM , MS, CCC-SLP, is the Assistive Technology Lead Facilitator for Kansas Infinitec. In this role, she works with AT teams across the state to build sustainable Assistive Technology services. She is a veteran educator having worked in public schools for 32 years as an SLP, and Special Education Facilitator focusing on AT/AAC. Paige is also the owner of Buckingham Educational Services & Training, LLC (BEST) and does educa - tional consulting and presenting in the areas of AT/AAC, and Executive Function Skills. BETH ZILLINGER , MS, CCC-SLP, is the Kansas Infinitec Program Director. In this capacity, she supports students, families, and schools throughout the state of Kansas. Previously, Beth has served as K-12 speech-lan - guage pathologist, autism interdisciplinary and diagnostic team member, and assistive technology/augmentative alternative communication team coordinator in different Kansas special education cooperatives. Beth also serves birth to 18 students focusing on augmentative alternative communication through a private practice in rural Kansas. She is dedicated to advancing independence and promoting inclusive learning opportunities for all learners through technology

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“Speech Language Pathologists (SLPs) identified caregiver buy-in and carryover across providers as the most significant barriers to AAC implementation,” (Lorang, Emily, et al.). During interviews with a variety of stakeholders, Yau. S.H., et al. found all stakeholders, including parents-carers, educators, and clinicians ranked a lack of AAC knowledge as a barrier. The interviews “also noted that 88% of parent-carers, 80% of educators, and all clinicians mentioned experiencing negative attitudes towards AAC use and uptake. Lastly, all stakeholder groups experienced communication partners withholding the device, due to a fear the device would ‘break on their watch’.” These studies reinforce what many experience when implementing AAC systems and supporting multiple team members. At Kansas Infinitec, our mission is to advance independence and promote inclusive opportunities for all learners through technology. We achieve this by partnering with Kansas school districts and our work with the Technical Assistance System Network (TASN) High Quality Instruction within Inclusive Learning Environments (HQIILE), a project of the Kansas State Department of Education (KSDE). Through our work with Kansas Infinitec and as Speech-Language Pathologists, we have discovered the importance of harnessing collective efficacy to build a shared vision for AAC implementation. This approach leads to powerful and exciting outcomes for students and their families. AAC IMPLEMENTATION The AmericanSpeech-Language-Hearing Association (ASHA) practice portal on AAC notes that “Beukelman and Light (2020) estimated approximately 5 million Americans and 97 million people in the world may benefit from AAC.” However, according to the United States Society for Augmentative and Alternative Communication (USSAAC, n.d.), there are over 2 million children and adults in the United States who use Augmentative Alternative Communication (AAC). If there are approximately 5 million Americans who may benefit from AAC, but only 2 million are using it, why is AAC not being used, and specifically, when it is introduced why is it being abandoned or not used? Team members can often feel intimidated by the technology, or that they have a lack of knowledge about the use and integration of the AAC systems. The following scenario is inspired by the authors' experiences but does not depict any specific school, team members, or student. Any names used are fictional and not intended to represent real individuals. At Rock Elementary School, a dedicated school team is working with Jose who has been provided with an AAC system. The team includes paraeducators, teachers, therapists, and parents, all committed to supporting the student's communication needs. The Speech-Language Pathologist (SLP) introduces the AAC system and provides training, demonstrating how to model its use with the student. The SLP effectively uses the device during

sessions, but some team members still feel unsure about how to integrate it into daily routines. Maria is a team member who works closely with Jose, understanding his needs and wants without the device has become second nature. After the initial training, Maria begins incorporating the AAC device into activities. However, over time, she forgets to bring the device along to different settings or it goes uncharged, and Maria feels Jose doesn't appear to miss it. Gradually, the device is used less and less, often remaining on a shelf. When the SLP visits the classroom, she gets the device out, models its use with Jose, and encourages the team to continue using it. The SLP checks with Maria, since she is with Jose the most during the day, to see if she has any questions, but none are voiced because she is skeptical about whether the device is helping. After all, Jose has had it for three months and still doesn’t seem to use it except with the SLP. Renee is the SLP on the team. She completed an AAC evaluation with the team members who were participating and collecting data, at the IEP meeting the team reviewed this information and determined that Jose needed the device. During the evaluation, Jose engaged in activities in ways he had not done before, demonstrating exciting communication possibilities. Staff and family were trained in using the device with Jose, short videos were created for reference, and links to the company’s “how-to” videos were shared. Data sheets were designed to track the student's use of the device throughout the day, and reminders were placed around the classroom. Everyone seemed to be on board. However, a few weeks later, while walking by the library, Renee sees that Jose does not have his device. More time passes, and when Renee goes into the classroom for therapy, the device has to be retrieved from a shelf. The team is reminded of the importance of modeling and asked if there are any questions, but they say they have none. Renee wonders how she can get the team to see the importance of using the AAC system with Jose across his day. She has tried everything she can think of. She shares her concerns with her supervisor who talks to her about Collective Efficacy and how it could be used to build a sense of team and build trust and collaboration. This scenario presents a common challenge in AAC implementation: initial excitement followed by a decline in usage. While this example focuses on a high-tech communication device, this same lack of use of a system can happen if the student is using low-tech, or mid-tech. When a new system is started with a student, or the student transitions to a new school or classroom, there can be unmet expectations. These expectations will be different depending on the role of the person on the team and can impact one’s perception of the AAC system’s effectiveness. For the SLP or person who has had a lead role in recommending a system, that expectation is that people will use the tool as they have been trained to do, they will ask questions if they are unsure of something, and they will

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take data on the use of the system. For team members who may not have played a large role in the selection, or who may not be on board with the decision the expectation may be that the implementation of the system should go quickly, be easy to do, and not disrupt what is already happening, “solve” potential issues that the team has identified, and that the student will use it on their own. It is safe to say that somebody's expectations will not be met. When there are unmet expectations there is often frustration. The goal of this article is to address the challenges of AAC implementation and ensure ongoing, consistent use. It is essential to consider strategies that foster a collaborative and shared commitment among team members. One powerful approach is collective efficacy. To generate collective teacher efficacy, teams must undertake three specific actions: (1) learning evidence-based practices to implement with students; (2) determining and attaining a shared goal; and (3) opening up practice through peer-to-peer observations. This article specifically focuses on determining and attaining a shared goal through four sources of collective efficacy. By strengthening collective efficacy, common barriers can be overcome, expectations aligned, and a supportive environment created where AAC is effectively integrated. COLLECTIVE EFFICACY There are over 320 different influences on student achievement identified in the Visible Learning research by John Hattie. Each influence is assigned an effect size based on a large-scale meta-analysis. Donohoo (2017) states, “An effect size emphasizes the difference in magnitude of given approaches for purposes of comparison. An effect size of 0 reveals that the influence had no effect on student achievement.” Larger effect sizes have larger influences. Hattie identified an effect size of .2 as having a relatively small impact on student achievement, while .4 has a medium impact, and .6 a large impact. Visible Learning’s Meta X platform notes that collective teacher efficacy has a weighted mean effect size of 1.01, deeming it an influence with the potential to considerably accelerate student achievement. The Visible Learning® Meta X platform provides a database of invaluable research around influences on student achievement and is an excellent resource to share with educators, administrators, and families. IEP teams, related service providers, and educational professionals have long emphasized the importance of collaboration among team members. Effective collaboration encompasses cooperativeness, learning from errors, and seeking feedback to enhance team progress. The goal of developing collective efficacy is to elevate collaboration to create a shared vision and belief among all team members supporting AAC implementation. Hattie (2015) notes “The aim is not aspiring to utopia but scaling up the success already about us. It is expertise, it is reliable judgment, it is passion for making the difference,

and it is collaborative sharing of this knowing and doing and caring. This requires the greatest investment, and the benefits for the students will be manifest, powerful, and exciting.” Collective efficacy is the belief that a group possesses the competence to successfully improve student outcomes. It embodies the idea that collaboration leads to positive, lasting change. John Hattie describes collective efficacy as “the shared attitude among teachers that, by working together, they can make a difference for students.” When participating on any educational team, it's essential to believe that everyone is working toward a shared goal. This belief fosters confidence that the group’s collective efforts will result in meaningful progress and skill development for the student. FOUR SOURCES OF COLLECTIVE EFFICACY Bandura (1977), identified four sources of collective efficacy, mastery experiences, vicarious experiences, social or verbal persuasion, and physical and emotional states. Intentional investment in these four sources of collective efficacy can truly impact AAC Implementation and student success. MASTERY EXPERIENCES Mastery experiences have been identified as the strongest predictor of building collective efficacy (Donohoo, 2017). A mastery experience happens when you directly experience success. As a team, mastery experiences come from the opportunities where teams develop shared goals, engage collaboratively in learning activities, and experience success together. Educators often cultivate mastery experiences during Professional Learning Communities (PLCs) and IEP team or multidisciplinary team meetings. When challenging situations are encountered and success is found it reinforces one’s ability to persist and attain goals. Doing this as part of a team will build momentum, increase confidence, and improve resilience for both providers and the students they support. The key is for teams to experience success together and attribute the success to dynamics within their control. When working with a student using an AAC device, teams must have explicit discussions about expectations to achieve desired outcomes and sustain positive momentum. To guide these discussions and set expectations, teams can use a simple format for collaboratively developing look-fors (Derbiszewska and Tucker-Smith, 2020) outlining expectations for the student, staff, and communication partners to build a vision for what AAC implementation will look like across a specific activity.

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when team members observe others successfully overcoming similar challenges. Witnessing success builds confidence and reinforces the belief that success is attainable. To incorporate vicarious experiences, teams might videotape sessions to share techniques, host team meetings to discuss successes or model effective strategies. Teams can also initiate vicarious experiences by observing others in their district, special education cooperative, or agency working through a similar barrier to AAC implementation. If success hasn’t yet been achieved, vicarious experiences can still be initiated by sharing small wins or progress made by others working with students who have similar needs.

Image 2: Simple format for collaboratively developing look- fors (Derbiszewska and Tucker-Smith, 2020)

Building on this approach, Image 3 illustrates the collaboration between an SLP and a student’s mother in developing a shared goal for the child’s favorite activity at home: playing in the toy kitchen. This table, adapted from the Comprehensive Autism Planning System (CAPS), was used to support AAC implementation at home. Following a session, the mother enthusiastically reported the successful interactions she and her daughter experienced. The SLP and the mother reviewed the modeling data collected within the communication system. Through clear communication and well-defined expectations, the mother experienced success and, together with her daughter, discovered the potential of AAC. Effective teamwork and problem-solving skills are developed through support and guidance, rather than simply being assigned to a team. Intentional and purposeful structures that cultivate mastery experiences to support students who are using AAC are critical to helping the team build their own mastery experiences. VICARIOUS EXPERIENCES Vicarious experiences, considered by Donohoo (2017), as the second most powerful source of collective efficacy occur

Image 4: Graphic of a quote from Faddis, et al along with picture of a student using AAC device to read a book.

Image 3: Communication Support Matrix adapted from the Comprehensive Autism Planning System (CAPS) used to support AAC implementation

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SOCIAL PERSUASION Social Persuasion involves encouraging someone to adopt an idea, attitude, or course of action. It involves direct encouragement, reassurance, and verbal support from colleagues or experts. The more cohesive a team is the more likely they will trust others and consider sound arguments and examples to be persuaded. One of the most difficult times of AAC buy-in is during a transition. The sending school often will report how a student is doing with a system but the receiving team does not have the same experience or is reluctant to implement the system. An example of social persuasion in AAC use during a student's transition from preschool to kindergarten could involve a preschool teacher and SLP sharing success stories and encouragement with the kindergarten team. A student has been using a high-tech AAC device in preschool, and the kindergarten team is hesitant about implementation, fearing it will disrupt their classroom routine. The preschool teacher and SLP meet with the kindergarten team to share concrete examples of how the device supported the student’s communication, reduced frustration, and increased engagement. They provide reassurance, highlighting that they saw progress in the student using the system the more it was intentionally integrated into the classroom. This encouragement and validation from trusted colleagues boost the kindergarten team's confidence and willingness to fully support the student’s AAC use. Faddis et.al (2023) note that individuals who have strong persuasion skills embody qualities such as keeping promises, being reliable, taking responsibility, being sincere, genuine, and honest. Social persuasion helps influence and empower team members to believe they have the necessary skills and capabilities to succeed. POSITIVE EMOTIONAL STATES Positive Emotional States involve the affective conditions at the school and the emotional tone of the organization. This can reinforce educators’ trust in one another and provide an environment that feels psychologically safe. When overcoming challenges in the perception of AAC devices, ensure that you have built excitement around the potential of the AAC system, and create system-wide support to enhance AAC implementation. Peter Senge, author and founder of the Society for Organizational Learning, once said, “People don’t resist change. They resist being changed.” This idea is particularly relevant when working on a team and the educational team may feel uncertain about the need for change. Resistance can stem from longstanding practices or the belief that the student’s needs are already understood. When introducing a new AAC system, practitioners must adopt a collaborative and coaching mindset to address resistance. Elena Aguilar, in her book The Art of Coaching Teams (2016), explains that resistance often originates from fear. When

individuals feel fear, they may exhibit behaviors such as arguing, withdrawing, or rejecting support. These behaviors often stem from unmet core human needs, which include: 1. Belonging – Feeling part of a supportive community 2. Autonomy – Having control and a voice in decisions 3. Mastery or Competency – Feeling capable and effective 4. Self-esteem – A sense of worthiness, independent of achievement 5. Trust – Confidence in others and the system 6. Purpose – Knowing one’s role contributes to something greater Resistance can manifest in various ways: not using the AAC device, leaving it out of reach, or failing to apply strategies like aided language input or modeling. When these are seen, it is important to identify what human need may be unmet and how it could be filled. Let’s think about these areas of core human needs and look at a few of them related to the classroom and AAC usage. A team member may not feel they have had input into the AAC system selection and so they have an unmet need of belonging. An unfilled need in mastery of competency may stem from team members being unsure of how to use the device. They don’t feel capable and effective with the system and this comes across as resistance. It is important to be able to get to the root of resistance and help identify the core unmet need. Using coaching questions can help teams have discussions that dig deeper and support understanding of what team members are feeling and experiencing. NEXT STEPS Collective efficacy requires intentional and purposeful planning in developing and leading a team to support AAC implementation. Coaching is a research-based process that can be used intentionally with any of the four sources of collective efficacy. When coaching through AAC use, planning coaching stems can guide discussions and learning. Aguilar (2016), offers several examples: • All-purpose : “I’m curious to hear more about…” • Clarifying : “Tell me what you mean when you…” • Cathartic : “I’m noticing you’re experiencing some feelings. Would it be OK to explore those for a few minutes?” • Supportiv e: “You did a great job when you…” • Confrontational (Interrupting) : “What’s another way you might…?” Imagine a scenario where a student’s AAC device sits on a shelf, only used during therapy sessions. You could start with an all-purpose coaching stem: “I’m curious to hear more about how this student communicates during the day.” This stem opens up the opportunity to gain information on what others see as happening with communication. A clarification question

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Examples of the Four Sources of Collective Efficacy for AAC

Mastery Experiences

Vicarious Experiences

Social Persuasion Positive Emotional States

Team selects activities and vocabulary to use in working toward a goal. They share data and review it together.

Video tape the stu- dent using the device and share it with other members of the team.

Send encouraging notes to another team member.

Discuss feelings about using the device.

Team collaboratively comes up with lookfors (see image 2).

Discuss successes with other members of the team.

Praise team members when you see them supporting commu- nication, specifically when they are using AAC with the student.

Seeing the student excited when using the AAC system.

Track student progress over time using the Communication Matrix to show growth.

Observe other stu- dents using AAC devices successfully.

During team meetings, give positive feedback.

Observing increased access to curriculum or peer interactions.

Image 5: Examples of AAC activities for the four sources of collective efficacy.

could include, “Tell me what you mean when you said you understand what the student wants”, or “Tell me more about how the student can express their emotions.” If a response indicates frustration, use a cathartic stem: “I’m noticing you’re experiencing some feelings right now. Would it be OK to explore those?” This approach acknowledges emotions while fostering collective efficacy and a shared vision. Supportive stems encourage the person to use the collective efficacy sources of social persuasion and build positive emotional states. An example might be, “You did a great job waiting for the student to find the button they wanted and gave a good amount of wait time.” Sometimes, a confrontational stem may be necessary. Always approach confrontation privately and with care, focusing on creating a safe space for open dialogue. For example, you might say, “What’s another way you might support this student’s communication without him relying on behaviors?” Coaching through AAC use requires sensitivity, strategic planning, and a deep commitment to addressing resistance with compassion and clarity. By building collective efficacy and

addressing resistance, we can create lasting positive change for students and teams alike. CONCLUSION The implementation of AAC presents multiple challenges for teams. Harnessing the four sources of collective efficacy can be highly effective for implementing evidence-based practices with students and determining and attaining a shared goal. Collective efficacy is built through an intentional process and pooling of resources, and energy. “There needs to be attention to ensure collective efficacy is not seen as mere teachers working together and meeting, and the focus of the efficacy needs to be clearly on maximizing the impact on students.” (Hattie 2019) Leveraging collective efficacy to support AAC implementation in teams can build positive momentum and fully realize the infinite potential of the student’s communication and language. This momentum provides the necessary resilience for teams to navigate challenges, maintain progress in AAC implementation, and ultimately drive student success to independent communication.

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REFERENCES American

alternative communication during early intervention. Augmentative and Alternative Communication , 38(1), 41–52. https://doi.org/10.1080/07434618.2021.2007404 Missouri Department of Education. (n.d.). Essential function 1: Unpacking CTE’s impact on student learning. SAIL. Retrieved January 30, 2025, from https://www.moedu-sail. org/topic/essential-function-1-unpacking-ctes-impact-on- student-learning-2/ National Institute on Deafness and Other Communication Disorders. (n.d.). United States Society for Augmentative and Alternative Communication (USSAAC). Retrieved January 14, 2025, from https://www.nidcd.nih.gov/directory/ united-states-society-augmentative-and-alternative- communication-ussaac Visible-Learning.org. (2024). Hattie effect size list – 256 influences related to achievement. https://visible-learning.org/hattie- ranking-influences-effect-sizes-learning-achievement/

Speech-Language-Hearing (n.d.). Augmentative and alternative communication (AAC). ASHA Practice Portal . Retrieved January 30, 2025, from https://www.asha.org/practice-portal/professional-issues/ augmentative-and-alternative-communication/#collapse_1 Association. Association of California School Administrators. (n.d.). Building teacher efficacy. Leadership . Retrieved January 30, 2025, from https://leadership.acsa.org/building-teacher- efficacy#:~:text=Collective%20efficacy%20beliefs%20 also%20emerge,beliefs%20(Bandura%2C%201997) Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191–215. https://educational-innovation.sydney.edu.au/news/pdfs/ Bandura%201977.pdf

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