Whilst augmentative and alternative communication has been used for over sixty years across many countries, in Cyprus it remains underdeveloped. The current study seeks to investigate the current AAC practices in Cyprus. Data were collected through electronically distributed questionnaires to all registered speech and language therapists (n = 330), contacted by the Cyprus Speech Therapy Association. The questionnaire comprised 12 questions, which were categorized into three sections: background information (educational level and clinical experience), training undergone (during or after completion of tertiary education) and participants’ AAC practices (caseload, assessment and intervention). The findings from the analysis of the returned data (n = 59) reveal that training provision on augmentative and alternative communication has positively influenced practice. Most of the participants received training in the specific field during their bachelor’s degree, rather than during later education. Life-long training on different language systems (including different assistive technology tools, such as symbols and talking products as well as methods such as the Picture Exchange Communication System) also played a pivotal role in their work. Regarding the assessment process, the findings show that whilst there are a number of standardized language assessment tools, the participants relied heavily on non-standardized tools and/or their clinical judgment. Regarding intervention, they reported using different language systems and a variety of Assistive Technology equipment. Several recommendations are made aimed at raising the profile of AAC services in Cyprus, especially with regards to training and assessment, as the findings show that these areas have not been addressed systemically thus far.

中文翻译：

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在塞浦路斯使用辅助性和替代性交流：初步调查的结果

尽管辅助性和替代性交流已在许多国家/地区使用了 60 多年，但在塞浦路斯，它仍然不发达。目前的研究旨在调查塞浦路斯当前的 AAC 做法。数据是通过向塞浦路斯言语治疗协会联系的所有注册言语和语言治疗师（n = 330）发放的电子问卷收集的。问卷包括 12 个问题，分为三个部分：背景信息（教育水平和临床经验）、接受的培训（完成高等教育期间或之后）和参与者的 AAC 实践（案例量、评估和干预）。对返回数据（n = 59）的分析结果表明，关于辅助性和替代性交流的培训规定对实践产生了积极影响。大多数参与者在学士学位期间接受了特定领域的培训，而不是在以后的教育中。不同语言系统的终身培训（包括不同的辅助技术工具，如符号和谈话产品以及图片交换通信系统等方法）也在他们的工作中发挥了关键作用。关于评估过程，调查结果显示，虽然有许多标准化的语言评估工具，但参与者严重依赖非标准化工具和/或他们的临床判断。关于干预，他们报告说使用了不同的语言系统和各种辅助技术设备。提出了几项建议，旨在提高塞浦路斯 AAC 服务的形象，特别是在培训和评估方面，因为调查结果表明，这些领域迄今尚未得到系统解决。