Effects of Parent Instruction on the Symbolic Communication of Children Using Augmentative and Alternative Communication During Storybook Reading
Abbreviated Journal Title
Am. J. Speech-Lang. Pathol.
augmentative and alternative communication (AAC); intervention; partner; instruction; parent instruction; storybooks; AAC; LITERACY; LANGUAGE; MOTHERS; Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
Purpose: This study investigated the effects of a communication partner instruction strategy for parents of children using augmentative and alternative communication (AAC) on the communicative turn taking of their children. Instruction was provided within storybook-reading contexts. Method: Two single-subject multiple-probeacross-participants designs were used to evaluate the effects of parent instruction on (a) 3 European American parents and (b) 3 African American parents. Changes in turn-taking rates and the expression of different semantic concepts in children using AAC were assessed in storybook-reading activities. Results: All 6 parents learned to implement the communication partner interaction strategy accurately. All 6 children who used AAC increased their communicative turn taking and their language use as reflected by different semantic concepts expressed. Conclusions: Results provide evidence that the communication partner instruction program applied within storybook-reading contexts holds significant promise in improving parent-child interaction patterns and facilitating communicative expression and turn taking in children who use AAC.
American Journal of Speech-Language Pathology
"Effects of Parent Instruction on the Symbolic Communication of Children Using Augmentative and Alternative Communication During Storybook Reading" (2010). Faculty Bibliography 2010s. 348.