{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,17]],"date-time":"2026-08-17T09:25:31Z","timestamp":1786958731218,"version":"build-2736575974"},"reference-count":43,"publisher":"MDPI AG","issue":"8","license":[{"start":{"date-parts":[[2026,8,15]],"date-time":"2026-08-15T00:00:00Z","timestamp":1786752000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behav. Sci.","Behavioral Sciences"],"abstract":"<jats:p>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\u2019 training needs and create effective training.<\/jats:p>","DOI":"10.3390\/bs16081402","type":"journal-article","created":{"date-parts":[[2026,8,17]],"date-time":"2026-08-17T08:05:41Z","timestamp":1786953941000},"page":"1402","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Exploring Knowledge and Sources of Information on Augmentative and Alternative Communication Among Board-Certified Behavior Analysts"],"prefix":"10.3390","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0009-0002-3971-1726","authenticated-orcid":false,"given":"Alyssa","family":"Roylance","sequence":"first","affiliation":[{"name":"Department of Special Education and Rehabilitation Counseling, Utah State University, 2865 Old Main Hill, Logan, UT 84322, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5268-3673","authenticated-orcid":false,"given":"Sophia R.","family":"D\u2019Agostino","sequence":"additional","affiliation":[{"name":"Department of Special Education and Rehabilitation Counseling, Utah State University, 2865 Old Main Hill, Logan, UT 84322, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Avery","family":"Briggs","sequence":"additional","affiliation":[{"name":"Department of Special Education and Rehabilitation Counseling, Utah State University, 2865 Old Main Hill, Logan, UT 84322, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2031-1925","authenticated-orcid":false,"given":"Naima","family":"Bhana-Lopez","sequence":"additional","affiliation":[{"name":"Department of Special Education and Rehabilitation Counseling, Utah State University, 2865 Old Main Hill, Logan, UT 84322, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,8,15]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"13505","DOI":"10.1007\/s10639-023-11739-z","article-title":"Implementation of micro-credentials in higher education: A systematic literature review","volume":"28","author":"Ahsan","year":"2023","journal-title":"Education and Information Technologies"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1080\/07434618.2021.1881823","article-title":"The effects of teacher-delivered behavior skills training on paraeducators\u2019 use of a communication intervention for a student with autism who uses AAC","volume":"37","author":"Andzik","year":"2021","journal-title":"Augmentative and Alternative Communication"},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"1165","DOI":"10.1044\/2023_AJSLP-22-00282","article-title":"Graduate students\u2019 perceived preparedness and confidence to work with individuals who use augmentative and alternative communication","volume":"32","author":"Barman","year":"2023","journal-title":"American Journal of Speech-Language Pathology"},{"key":"ref_4","doi-asserted-by":"crossref","first-page":"557","DOI":"10.1007\/s40617-018-00313-6","article-title":"Behavior analysts\u2019 training and practices regarding cultural diversity: The case for culturally competent care","volume":"12","author":"Beaulieu","year":"2019","journal-title":"Behavior Analysis in Practice"},{"key":"ref_5","unstructured":"Behavior Analyst Certification Board (2025, January 09). 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