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Systematic Review of the Effects of Interventions to Promote Peer Interactions for Children who use Aided AAC (short summary)

Review
 
of
 
the
Effects
 
of
Interventions
 
to
 
Promote
Interaction
 
Between
Children
 
who
 
use
AAC
 
and
 
their
Friends

People who use augmentative and alternative communication (AAC) have been found to be at risk of social isolation and often lack interaction with their peer groups. Children who use AAC face the same barriers as others with disabilities in developing communication with peers and in addition might struggle to communicate using their AAC systems.

It is important that peer interaction is encouraged as a way to develop friendships.

This systematic review of studies involving children with disabilities who use AAC considered studies that used interventions to increase or improve peer interaction, looking into the strengths and limitations of available evidence and discussing implications of this for practice and possible future research.

The studies included in the systematic review showed that, with support, children who use AAC and their peers could interact more often throughout the school day. Adults supporting peer interaction for children with complex communication needs might lead to increased time spent in peer interaction.

In providing these interventions consideration needs to be given to the individual AAC user, communication partners and the context in which communication takes place. Focussing on all three of these areas increases the likelihood of a positive benefit to the communicative competence of the child who uses AAC.

 


Things you may want to look into:

Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication

Children’s attitudes toward interaction with an unfamiliar peer with complex communication needs: comparing high- and low-technology devices

‘‘He Cares About Me and I Care About Him.’’ Children’s Experiences of Friendship with Peers who use AAC

 

Added to site January 17


 

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