Document Type

Article

Journal/Book Title/Conference

Behavioral Sciences

Author ORCID Identifier

Alyssa Roylance https://orcid.org/0009-0002-3971-1726

Sophia R. D'Agostino https://orcid.org/0000-0001-5268-3673

Naima Bhana-Lopez https://orcid.org/0000-0003-2031-1925

Volume

16

Issue

8

Publisher

MDPI AG

Publication Date

8-15-2026

Journal Article Version

Version of Record

First Page

1

Last Page

22

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Abstract

Applied Behavior Analysis (ABA) is often recommended to help autistic individuals develop needed skills, and as such, Board-Certified Behavior Analysts (BCBAs) should be prepared to assist minimally verbal individuals to learn how to communicate. Augmentative and Alternative Communication (AAC) can be a helpful tool to assist communication for these individuals. An explanatory sequential mixed-methods study, including a survey with Likert-type and open-answer questions and a semi-structured interview, was conducted to learn if BCBAs are receiving training on AAC systems and where they are obtaining AAC-related professional development. The survey and interview also inquired about collaboration with other professionals regarding the use of AAC systems. The survey was analyzed using descriptive statistics, and the interview transcripts and open-response questions were analyzed using reflexive thematic analysis. The analysis of the survey answers, open-ended responses, and thematic analysis of the interviews indicated a familiarity with PECS, but participants differed in their knowledge of high-tech AAC. It was also indicated that BCBAs generally wanted more AAC training with a behavioral focus. Future research is needed to understand behavior analysts’ training needs and create effective training.

Download

Share

COinS