Category
Applied
Description
The purpose of this transcendental phenomenological study was to understand the lived experiences of paraprofessionals implementing augmentative and alternative communication (AAC) devices to support students with autism in K–12 schools within the Commonwealth of the Northern Mariana Islands Public School System (CNMI PSS). The theory guiding this study was Vygotsky’s sociocultural theory, which framed AAC as a cultural tool that mediates social interaction and explained how paraprofessionals scaffold communication within students’ zones of proximal development. The central research question was: What are the lived experiences of paraprofessionals implementing AAC devices to support students with autism in the Northern Mariana Islands? A transcendental phenomenological qualitative design was used, with purposive criterion and maximum-variation sampling, to recruit 10 paraprofessionals who supported at least one student with autism using an AAC device across the CNMI PSS. Data were gathered through individual semi-structured interviews, focus groups, and journal prompts. Analysis followed Moustakas’ procedures for transcendental phenomenology, including epoché, phenomenological reduction, imaginative variation, and synthesis of textural-structural descriptions, supported by inductive coding, triangulation across data sources, member checking, and strategies to ensure trustworthiness. Findings revealed six themes and 24 subthemes: paraprofessionals as AAC supporters, AAC supports communication, participation, and independence, AAC growth is gradual but meaningful, barriers complicate AAC implementation, collaboration strengthens AAC success, and CNMI culture and context shape AAC use. Keywords: augmentative and alternative communication, paraprofessionals, autism, sociocultural theory, transcendental phenomenology
Voices From the Pacific: A Transcendental Phenomenological Study of Paraprofessionals’ Experiences Using AAC Devices to Support Students With Autism in the Northern Mariana Islands
Applied
The purpose of this transcendental phenomenological study was to understand the lived experiences of paraprofessionals implementing augmentative and alternative communication (AAC) devices to support students with autism in K–12 schools within the Commonwealth of the Northern Mariana Islands Public School System (CNMI PSS). The theory guiding this study was Vygotsky’s sociocultural theory, which framed AAC as a cultural tool that mediates social interaction and explained how paraprofessionals scaffold communication within students’ zones of proximal development. The central research question was: What are the lived experiences of paraprofessionals implementing AAC devices to support students with autism in the Northern Mariana Islands? A transcendental phenomenological qualitative design was used, with purposive criterion and maximum-variation sampling, to recruit 10 paraprofessionals who supported at least one student with autism using an AAC device across the CNMI PSS. Data were gathered through individual semi-structured interviews, focus groups, and journal prompts. Analysis followed Moustakas’ procedures for transcendental phenomenology, including epoché, phenomenological reduction, imaginative variation, and synthesis of textural-structural descriptions, supported by inductive coding, triangulation across data sources, member checking, and strategies to ensure trustworthiness. Findings revealed six themes and 24 subthemes: paraprofessionals as AAC supporters, AAC supports communication, participation, and independence, AAC growth is gradual but meaningful, barriers complicate AAC implementation, collaboration strengthens AAC success, and CNMI culture and context shape AAC use. Keywords: augmentative and alternative communication, paraprofessionals, autism, sociocultural theory, transcendental phenomenology
