Although substantial evidence demonstrates the effectiveness of augmentative and alternative communication (AAC) intervention for students with severe disabilities who have complex communication needs, increasing importance is being placed on understanding how to move research into practice. This descriptive qualitative study focused on understanding the views of 19 parents and professionals (i.e., special education teachers, paraeducators, and speech-language pathologists) related to factors impacting intervention and outcomes for students with complex communication needs. Within an implementation science perspective, analysis involved applying ecological systems theory to understand factors across systems acting as challenges or facilitators to effective AAC intervention and to outcomes more broadly for students with complex communication needs. Findings produce insight into the ways student-related and micro-, meso-, macro-, and exosystem factors impact intervention implementation and outcomes, highlighting the importance of cross-cutting factors associated with AAC access, family–school partnerships and supports, and inclusive education. Implications for research and practice are discussed related to how these findings can be used to bridge the gap between research and practice for students with complex communication needs.

尽管大量证据证明了增强和替代交流 (AAC) 干预对有复杂交流需求的严重残疾学生的有效性，但越来越重要的是了解如何将研究付诸实践。这项描述性定性研究的重点是了解 19 位家长和专业人士（即特殊教育教师、辅助教育工作者和语言病理学家）对影响具有复杂沟通需求的学生的干预和结果的因素的看法。从实施科学的角度来看，分析涉及应用生态系统理论来理解作为挑战或促进因素的跨系统因素，以实现有效的 AAC 干预，并为具有复杂交流需求的学生提供更广泛的结果。调查结果深入了解学生相关以及微观、中观、宏观和外系统因素影响干预实施和结果的方式，突出了与 AAC 获取、家庭-学校伙伴关系和支持以及包容性相关的跨领域因素的重要性教育。讨论了对研究和实践的影响，涉及如何使用这些发现来弥合具有复杂交流需求的学生的研究和实践之间的差距。