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Effects of parent instruction on the symbolic communication of children using augmentative and alternative communication during storybook reading (short summary)

teaching
parents
 
to
use
symbols
in
story
telling

The authors investigated the effect of training mothers of children with little or no functional speech in the use of the Improving Partner Applications of Augmentative Communication Techniques (ImPAACT) program, and looked into how this affected their children's use of communicative turn-taking when reading story books together.

They found that there were significant benefits for all of the mother/child pairs involved in the study. All of the children at least doubled the number of communicative turns they took and maintained this increase over a period of up to eight weeks after the intervention. The mothers all gave their children more opportunities to be involved in the story-reading and would have liked further training to generalise the strategies to other activities.


Things you may want to look into:

Barriers to Participation in Kindergarten Literacy Instruction for a Student with Augmentative and Alternative Communication Needs

Clinical discourse and engagement during shared storybook reading in preschool groups

Home literacy predictors of early reading development in children with cerebral palsy

Added to site July 2014


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