Multi-modal communication, which encompasses augmentative and alternative communication (AAC), was recognised as a practice area for speech language pathologists (SLPs) in 2012. With the introduction of the National Disability Insurance Scheme (NDIS) in 2013, AAC has become an increasingly prominent area of practice resulting in the need for further training for SLPs in Australia.

A sequential explanatory design was used to investigate the training experiences and training needs of SLPs in AAC. First, 205 Australian SLPs responded to an online survey; 16 SLPs then completed individual semi-structured interviews via Zoom.

SLPs rated their pre-professional (university) training as below adequate across all content areas regardless of years spent in the workforce. Interviews revealed most SLPs believed their university training in AAC did not prepare them for the workforce due to a lack of hands on training and practical experiences. SLPs reported a desire for further training across all AAC content areas with devices, applications/software, vocabulary selection, training clients to use their system, measuring progress and training communication partners receiving the highest ratings. The majority of SLPs reported that their preferred format for training was in-person workshops and mentoring from an AAC specialist. While SLPs appreciated the convenience of online learning, they felt that AAC is best learnt in person where they can have hands on access to devices, engage with other SLPs in the field, and have the opportunity to ask questions from someone who works regularly with AAC users.

The introduction of the NDIS has shifted the SLP landscape. However, SLPs continue to report that university training is not adequately preparing them to enter the workforce resulting in the need for substantial post-professional training and professional supervision. The authors propose that a review of university training is required to align with the needs of the contemporary SLP workforce.

1. University training is not adequately preparing speech language pathologists to provide services to AAC users despite AAC now being a prominent area of practice.
2. Workplaces need to overcome barriers to ensure speech language pathologists have access to high quality training and supervision in AAC to build competence.
3. Not all training is equal. Therefore, university and post-professional training providers should consider how they are training SLPs in AAC to ensure they have access to hands on practice with AAC systems and guidance from someone who works regularly with AAC users.