Spanish-English Bilingual Families’ Perspectives and Experiences of AAC

Date of Submission

Spring 2026

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Ivonne Maldonado-De la Rosa, PhD, MLS, CCC-SLP

Abstract

Purpose: Spanish-English bilingual families play a critical role in supporting children who use Augmentative and Alternative Communication (AAC), yet their perspectives and lived experiences remain underrepresented in current research. This study investigated the perspectives and communication experiences of Spanish-English–speaking family members of children with complex communication needs (CCN) who use AAC. Spanish-English–speaking families were defined as those residing in an English-dominant society with at least one family member who speaks Spanish at home. Method: A descriptive survey was conducted to examine the perspectives and lived experiences of Spanish-English bilingual family members of children who use AAC. The survey explored perceived barriers, supports, and experiences with AAC services, with particular emphasis on bilingual resources and family training. Results: Findings highlight the importance of family-centered, culturally and linguistically responsive AAC practices. Families identified barriers such as limited access to bilingual AAC resources, language mismatches within AAC systems, insufficient Spanish-language training, and challenges related to code-switching and language consistency. Despite these barriers, families viewed AAC as a valuable communication tool. Conclusion: These findings underscore the need for improved bilingual AAC resources, enhanced clinician training, and continued research centered on Spanish-English bilingual families to support equitable AAC service delivery.

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