Department of Rehabilitation, Human Resources, and Communication Disorders, University of Arkansas, Fayetteville, Arkansas, USA.
Folia Phoniatr Logop. 2024;76(3):281-294. doi: 10.1159/000534288. Epub 2023 Sep 29.
Augmentative and alternative communication (AAC) intervention research is rarely focused on school-age beginning communicators, despite the urgent need to ensure individuals in this population have access to the fundamental human right of communication.
Four school-age children with multiple disabilities who were primarily prelinguistic communicators participated in the current study. The study used a single-subject research design to explore the effects of two interaction approaches - a social routine approach and a directive approach - on prelinguistic communication, compared to independent play and to one another. This study then evaluated the added effects of high-tech AAC within the most effective interaction approach for each participant.
All participants demonstrated prelinguistic communication indicating positive affect most frequently when interacting within a social routine. Furthermore, all participants increased linguistic communication while either maintaining or increasing prelinguistic communication when high-tech AAC was added to the social routine interaction.
Clinicians should consider building accessible, predictable, engaging, and age-respectful social routines into leisure contexts to promote prelinguistic communication from school-age beginning communicators. Clinicians should also provide access to linguistic communication through high-tech AAC while continuing to honor and promote prelinguistic communication.
尽管确保这一人群享有沟通这一人权的需求迫在眉睫，但增强和替代沟通（AAC）干预研究很少关注学龄起始沟通者。
本研究纳入了 4 名主要为前语言沟通者的多重残疾学龄儿童。该研究采用单被试研究设计，旨在探索两种互动方法——社交常规方法和指令方法——对前语言沟通的影响，并将其与独立游戏和彼此进行比较。然后，本研究评估了在每个参与者最有效的互动方法中添加高科技 AAC 的附加效果。
当在社交常规中互动时，所有参与者最频繁地表现出表示积极情绪的前语言沟通。此外，当将高科技 AAC 添加到社交常规互动中时，所有参与者在前语言沟通保持或增加的同时，语言沟通也增加了。
临床医生应考虑将可访问、可预测、吸引人且尊重年龄的社交常规纳入休闲情境中，以促进学龄起始沟通者的前语言沟通。临床医生还应通过高科技 AAC 提供语言沟通机会，同时继续尊重和促进前语言沟通。
