Affiliations: [a] Technology and Language Center, Inc., Evanston, IL, USA | [b] Speech-Language Institute, Midwestern University, Downers Grove, IL, USA | [c] Niles Township District for Special Education #807, Morton Grove, IL, USA | [d] Department of Psychology, Sociology, and Criminal Justice, Benedictine University, Lisle, IL, USA
Correspondence:
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Corresponding author: Jill E. Senner, Technology and Language Center, Inc., 821 Forest Ave., 2E, Evanston, IL 60202, USA. Tel.: +1 847 682 1596; Fax: +1 847 859 6186; E-mail: [email protected].
Abstract: BACKGROUND: Lack of parental knowledge about augmentative and alternative communication (AAC) systems and how to incorporate them into daily life can be a barrier to AAC use. To support children who are learning an AAC system, parents must understand how to model communication during naturally occurring activities. OBJECTIVE: The objective of the study was to examine the effects of parent instruction on modeling AAC use in naturally occurring activities. METHODS: An eight-step instruction model was used to teach four parents of children who use AAC to provide partner-augmented input (PAI) using the core vocabularies on their children’s speech-generating devices (SGDs) during core family leisure activities. Communication Sampling and Analysis (CSA) was used to compare parent and child language at pretest and post-test. RESULTS: All parents demonstrated the ability to perform all of the components of successful PAI (slow rate, model, respect and reflect, repeat, expand, stop) as determined by review of an observation checklist completed during coaching sessions. Parents significantly increased percentage of utterances modeled on their children’s SGDs between pretest and post-test measures. The percentage of unique words modeled (i.e., type-token ratios) by each parent suggests variety in models at post-test. Three of four child participants demonstrated increases in unique words used following parent instruction. CONCLUSIONS: Parent instruction can increase parent modeling and child SGD use.
Keywords: Augmentative and alternative communication, complex communication needs, family-centered practice, parent instruction, augmented input
