This study looks at the knowledge and competencies of speech-language pathologists (SLPs) with regard to the assessment of students with autism spectrum disorders (ASD) for augmentative and alternative communication (AAC). First, the study aims to determine whether or not SLPs feel competent assessing students with ASD for AAC. Additionally, the study examines which factors in the assessment process are likely to be neglected in order to determine how to better educate SLPs, thus improving outcomes for students. Two methods of SLP education, including written and video summaries of a literature, were also tested for effectiveness. Method: A sample of SLPs in Northern New Jersey working in school settings was taken and participants were randomly assigned to one of two groups. Participants completed a pre-assessment questionnaire, received their respective intervention, and completed a post-assessment questionnaire. Both groups reported gains after receiving their respective interventions. However, individuals receiving the video literature review intervention experienced statistically significant gains whereas the written literature group's gains were not statistically significant.