University of Central Florida, Orlando, USA.
Am J Speech Lang Pathol. 2010 May;19(2):97-107. doi: 10.1044/1058-0360(2010/09-0014). Epub 2010 Feb 24.
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.
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.
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.
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.
本研究调查了一种针对使用辅助沟通（AAC）的儿童的父母的沟通伙伴指导策略对其子女沟通轮替的影响。指导是在故事书阅读情境中提供的。
使用两个单被试多探针跨参与者设计来评估父母指导对（a）3 名欧洲裔美国父母和（b）3 名非裔美国父母的影响。在故事书阅读活动中，评估使用 AAC 的儿童的轮替率和不同语义概念的表达变化。
所有 6 名父母都学会了准确地实施沟通伙伴互动策略。所有 6 名使用 AAC 的儿童的沟通轮替率和语言使用（反映在不同的语义概念表达上）都有所增加。
结果表明，在故事书阅读情境中应用的沟通伙伴指导方案在改善使用 AAC 的儿童的亲子互动模式以及促进沟通表达和轮替方面具有很大的潜力。
