| Sumario: | The use of a single preferred communication book, board, app, or device across a school or district is a frequent topic on social media. The purposes of this study were to determine: (1) When a single system is adopted by a school or district, how does frequency of input from stakeholders compare to when a single system is not used; (2) When a single system is used, are data collected; and (3) When a single system is adopted, are criteria specified and what criteria are used to determine which students receive which levels of support? A link to an online survey was shared with professionals providing AAC services in schools. Out of 221 respondents, 17.19% reported using a single system. Those who reported using a single system were statistically less likely to involve other professionals, families, and the student in the decision-making process. Only 28.9% reported always collecting ongoing data, 23.7% reported always having clearly defined criteria for success, and 18.4% reported always having clearly defined criteria for further evaluation. Qualitative themes suggest use of trial and error, clinical judgement, and lack of success are often being used to make decisions about device selection in lieu of data.
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