Teacher Trainees' Competencies in Augmentative and Alternative Communication (AAC) for Autism: Validity and Reliability of Needs Questionnaire

Abstract

To enhance communication for autistic people with dysfunctional verbal and nonverbal communication, effective augmentative and alternative communication (AAC) methods must be implemented. However, we found inadequacies among special education teachers regarding the use of AAC when teaching children with special needs. Therefore, this paper aims to establish the validity and reliability of an instrument that assesses the knowledge, skill, and attitude of current special education teacher candidates regarding AAC. Six experts in AAC assessed the questionnaire, which included sections on demographics, educational background, AAC competencies, and learning strategy needs, based on established competency models. The results showed a high Content Validity Index (CVI) (0.83 or higher), meaning all items were highly relevant. We later conducted a reliability test with thirty teacher trainees using Cronbach's alpha, and all constructs showed values greater than 0.87, suggesting excellent internal consistency. The results demonstrate the validity and reliability of this measure's items and constructs, suggesting its potential in assessing teacher candidates' AAC competencies.