Empowering Parents for AAC: a training and coaching intervention to support parents to implement a core board with fringe vocabulary with their children in New Zealand.
IF 2.1 3区 医学Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Sam Brydon, Sally Clendon, Elizabeth Doell, Tara McLaughlin
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引用次数: 0
Abstract
Low-tech core boards with attached fringe vocabulary are increasingly popular as an entry-level AAC system in New Zealand and beyond, but they require skilled support from communication partners to be used successfully. This article describes the results of a year-long multiple case study carried out in New Zealand, which involved the provision of a 77-cell core board with extensive fringe vocabulary for six preschool children, alongside a training and coaching intervention for one of their parents. This intervention combined group workshops with in-home coaching and provided ongoing maintenance coaching. Quantitative and qualitative data was collected throughout the year, which provided information on the progress of both the parents and the children, as well as exploring each parent's journey with implementing AAC. All the parents learned to use the supportive AAC strategies with consistency and skill and maintained these over the year and their children made significant gains in their communication skills. The parents reported on a range of barriers and supports around implementing AAC; all six parents felt that the training and coaching intervention was essential for the successful implementation of the core board.
期刊介绍:
As the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), Augmentative and Alternative Communication (AAC) publishes scientific articles related to the field of augmentative and alternative communication (AAC) that report research concerning assessment, treatment, rehabilitation, and education of people who use or have the potential to use AAC systems; or that discuss theory, technology, and systems development relevant to AAC. The broad range of topic included in the Journal reflects the development of this field internationally. Manuscripts submitted to AAC should fall within one of the following categories, AND MUST COMPLY with associated page maximums listed on page 3 of the Manuscript Preparation Guide.
Research articles (full peer review), These manuscripts report the results of original empirical research, including studies using qualitative and quantitative methodologies, with both group and single-case experimental research designs (e.g, Binger et al., 2008; Petroi et al., 2014).
Technical, research, and intervention notes (full peer review): These are brief manuscripts that address methodological, statistical, technical, or clinical issues or innovations that are of relevance to the AAC community and are designed to bring the research community’s attention to areas that have been minimally or poorly researched in the past (e.g., research note: Thunberg et al., 2016; intervention notes: Laubscher et al., 2019).