Title

Effects Of Parent Instruction On The Symbolic Communication Of Children Using Augmentative And Alternative Communication During Storybook Reading

Keywords

Augmentative and alternative communication (AAC); Intervention; Parent instruction; Partner instruction; Storybooks

Abstract

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-probe-across-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 Speech-Language-Hearing Association.

Publication Date

1-1-2010

Publication Title

American Journal of Speech-Language Pathology

Volume

19

Issue

2

Number of Pages

97-107

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1044/1058-0360(2010/09-0014)

Socpus ID

77952865277 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/77952865277

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