Teaching Latino Parents to Support the Multi-Symbol Message Productions of their Children who Require AAC

    Authors

    C. Binger; J. Kent-Walsh; J. Berens; S. Del Campo;D. Rivera

    Comments

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    Abbreviated Journal Title

    Augment. Altern. Commun.

    Keywords

    Aided AAC Modeling; Augmentative and Alternative Communication AAC; Cognitive Strategy; Intervention; Latino; Literacy; Multicultural; Storybooks; Symbol Combinations; Two-word Utterances; ALTERNATIVE COMMUNICATION; INTERVENTION; INDIVIDUALS; PRESCHOOLERS; STRATEGIES; MODEL; Audiology & Speech-Language Pathology; Rehabilitation

    Abstract

    Many children who require augmentative and alternative communication (AAC) have difficulties shifting from the single- to multi-symbol stage of language development. Ensuring that children who use AAC receive evidence-based interventions to address this problem is critical. Furthermore, there has been little AAC treatment efficacy research to date that addresses the needs of multicultural populations, particularly those of Latino children who use AAC and their families. To address these issues, the current investigation used a mixed methodology, which included a focus group to determine if any changes needed to be made to an existing instructional program; and a single subject, multiple probe, across participants design to evaluate the effects of a caregiver instructional program on the multi-symbol utterance productions of Latino children who used AAC. Specifically, a cognitive strategy instructional approach that has been used to teach turn-taking skills to both Caucasian and African American children who use AAC was modified and used to teach caregivers how to support the production of their children's multi-symbol messages. In order to foster emergent literacy skills, caregivers implemented the strategy during book reading activities. Focus group results revealed that changes to the instructional program may be required for some Latino families. With regard to the instructional program, all caregivers successfully learned to use the instructional strategy, and all children increased their use of multi-symbol messages. Research and clinical implications of the findings are discussed.

    Journal Title

    Augmentative and Alternative Communication

    Volume

    24

    Issue/Number

    4

    Publication Date

    1-1-2008

    Document Type

    Article

    Language

    English

    First Page

    323

    Last Page

    338

    WOS Identifier

    WOS:000261094600006

    ISSN

    0743-4618

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