Communicative participation changes in pre-school children receiving augmentative and alternative communication intervention (short summary)


This study looked into the effects of augmentative and alternative communication (AAC) intervention on the real-life participation in communication activities of eight pre-school children.

The AAC systems used varied and included signs, Picture Exchange Communication System (PECS) and assistive technology. Interventions were carried out by the children’s local speech and language teams who were not given any direction about the form or frequency of intervention sessions. On average the children received around 15 hours of input over a 12 month period, with a range from 4.5 to 24 hours. This included individual work and support for families.

As well as outcome questionnaires parents and speech and language pathologists were asked to describe changes in the child at the 6 and 12 month points.

The authors conclude that the AAC interventions made a ‘real-world’ difference to the children’s communication participation. Comments from parents and therapists support this being true across a range of communicative functions, intelligibility and peer interaction.


Things you may want to look into:

Early Intervention and AAC: What a Difference 30 Years Makes

Enhancing the Alternative and Augmentative Communication Use of a Child with Autism through a Parent-implemented Naturalistic Intervention

Teaching Paraeducators to Support the Communication of Young Children with Complex Communication Needs

An Examination of Relations Between Participation, Communication and Age in Children with Complex Communication Needs

The use of augmentative and alternative communication methods with infants and toddlers with disabilities: a research review


Added to site May 2016