The Development of an Intelligent Tutoring System (ITS) for Learning about Augmentative and Alternative Communication (AAC) ABSTRACT Augmentative and alternative communication (AAC) is a field of clinical practice which provides persons with complex communication needs (CCN) with mechanisms and systems to facilitate communication (ASHA, 2022). Instrumental to successful communication is the need for all communication partners working with individuals with CCN to be supportive and knowledgeable in the implementation of AAC (McNaughton et al., 2019). However, training in the field of AAC for team members, such as speech-language pathologists and special education teachers, is extremely limited and often absent (Bunning et al., 2014). In Africa, there are incredibly limited AAC training options, with only one university on the continent providing postgraduate degrees in AAC (Dada et al., 2017). Considering this challenge, a need was identified for an entry level training course on AAC which can be accessed by students and professionals continent wide. An online programme, such as an Intelligent Tutoring System (ITS), was identified as the most appropriate training option as it would allow accessibility to a wide audience and would facilitate learning without the need for synchronous teaching (Dhawan, 2020). The use of an ITS has been shown to be effective in developing knowledge in the health and rehabilitation fields (Sreenivasa Sarma & Ravidran, 2007). However, it has not yet been applied in the field of AAC. Aim In this presentation, we aim to explore the following questions: 1.What were the content areas developed for the AAC training? 2.Is an ITS a feasible mechanism for learning about AAC? 3.What are the implications of this study regarding the development of future training programmes in AAC? Methods: In the first phase of the project, an ITS-based AAC training programme comprising of four modules was co-developed by a team of subject and context specialists as well as computer scientists with expertise in ITS. The content of the programme was developed by professionals with backgrounds in speech pathology and special education. The specialists formed four subgroups, each group developing one specific module. The modules dealt with the following topics: 1) Overview of AAC, 2) Assessment, 3) Communication Partner Training, and 4) Literacy and AAC. Once the content was developed, the computer scientists designed the ITS and populated it with the training content, which was then pilot tested. In the second phase, 98 students from five universities across four countries in Africa participated in the testing of the ITS based AAC training programme. A pre- and post-test questionnaire examined the participants’ knowledge gain from the AAC module presented through the ITS. Results: Statistically significant changes were obtained for modules 1, 2 and 3. Additionally, overall, the ITS was viewed positively. Three main themes were identified which related to the AAC curriculum and ITS. These include; ease of use, practical elements and perceptions regarding the content. Three themes were also identified relating to the challenges. These include; system expectation of verbatim answers, number of questions asked, and system problems. These findings and their implications for training using an ITS will be discussed in detail in the presentation. Conclusion: The findings of the study suggest that the ITS was positively received by the students and may be an effective means of providing AAC training. However, modifications to the system are still required. Further research could include improving the ITS, as well as rolling out the AAC training to more sites and with different AAC team members. Furthermore, the modules could be expanded to include clinical application. Learning Outcomes: •To describe the key features, advantages, and disadvantages of an ITS system. •To explain the challenges faced in training professionals from low resource contexts in AAC. •To critically appraise the appropriateness and effectiveness of using an ITS-based training programme to increase trainee knowledge about AAC. References American Speech-Language-Hearing Association (ASHA). (2022). Augmentative and alternative communication. https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/#collapse_1 Bunning, K., Gona, J. K., Newton, C., & Hartley, S. (2014). Caregiver perceptions of children who have complex communication needs following a home-based intervention using augmentative and alternative communication in rural Kenya: An intervention note. Augmentative and Alternative Communication, 30(4), 344–356. Dada, S., Murphy, Y., & Tönsing, K. (2017). Augmentative and alternative communication practices: a descriptive study of the perceptions of South African speech-language therapists. AAC: Augmentative and Alternative Communication, 33(4), 189–200. doi.org/10.1080/07434618.2017.1375979 Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018 McNaughton, D., Beukelman, D. R., Klein, C., Nieder, D., & Nazareth, G. (2019). Building capacity in AAC: A person-centred approach to supporting participation by people with complex communication needs. Augmentative & Alternative Communication, 35(1), 56–68. Sreenivasa Sarma, B. H., & Ravidran, B. (2007). Intelligent tutoring systems using reinforcement learning to teach autistic students. International Federation for Information Processing, 241, 65–78.