{"title":"为使用辅助和替代性交流系统的幼儿提供共享图书阅读体验","authors":"Braelyn Wence, Ciera M. Lorio, Amy Yacucci","doi":"10.1044/2024_persp-23-00230","DOIUrl":null,"url":null,"abstract":"\n \n Shared book reading (SBR) is an evidence-based literacy activity that promotes the development of oral language and emergent literacy skills in young children; however, literature regarding best practices for parents of children with developmental disabilities under the age of 5 years, specifically those with complex communication needs, is severely limited. In this descriptive study, we aimed to better understand how families of toddlers/preschoolers incorporated augmentative and alternative communication (AAC) into SBR interactions.\n \n \n \n Videos of SBR interactions were collected across five families with children between 35 and 48 months of age who used AAC systems. Three families had previous training in AAC use during SBR; two families did not have previous training and reportedly did not use their child's AAC system during typical SBR interactions at home. Thus, SBR without AAC was considered “typical” for these two families, and behaviors were compared across two conditions: SBR without AAC and SBR with AAC. Each video was coded for a variety of parent and child behaviors, including asking questions, repetitions, modeling/commenting, expanding/extending, defining vocabulary, affirmations, initiations, and responses. The communication modality used was coded for each behavior.\n \n \n \n Analysis of the video coding revealed that parents used a variety of strategies and that children relied on multimodal means of communication during SBR. For the two families who had videos collected across two conditions, namely, SBR without AAC and SBR with AAC, family AAC use increased the overall duration of SBR activities. For all families, the frequency of parent SBR strategy use increased the SBR duration.\n \n \n \n This study adds to the limited research on SBR practices with toddlers/preschoolers who use AAC. Directions for future research and the implications of the study are discussed.\n \n \n \n \n https://doi.org/10.23641/asha.26240408\n \n","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 37","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Shared Book Reading Experiences for Young Children Who Use Augmentative and Alternative Communication Systems\",\"authors\":\"Braelyn Wence, Ciera M. Lorio, Amy Yacucci\",\"doi\":\"10.1044/2024_persp-23-00230\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n \\n Shared book reading (SBR) is an evidence-based literacy activity that promotes the development of oral language and emergent literacy skills in young children; however, literature regarding best practices for parents of children with developmental disabilities under the age of 5 years, specifically those with complex communication needs, is severely limited. In this descriptive study, we aimed to better understand how families of toddlers/preschoolers incorporated augmentative and alternative communication (AAC) into SBR interactions.\\n \\n \\n \\n Videos of SBR interactions were collected across five families with children between 35 and 48 months of age who used AAC systems. Three families had previous training in AAC use during SBR; two families did not have previous training and reportedly did not use their child's AAC system during typical SBR interactions at home. Thus, SBR without AAC was considered “typical” for these two families, and behaviors were compared across two conditions: SBR without AAC and SBR with AAC. Each video was coded for a variety of parent and child behaviors, including asking questions, repetitions, modeling/commenting, expanding/extending, defining vocabulary, affirmations, initiations, and responses. The communication modality used was coded for each behavior.\\n \\n \\n \\n Analysis of the video coding revealed that parents used a variety of strategies and that children relied on multimodal means of communication during SBR. For the two families who had videos collected across two conditions, namely, SBR without AAC and SBR with AAC, family AAC use increased the overall duration of SBR activities. For all families, the frequency of parent SBR strategy use increased the SBR duration.\\n \\n \\n \\n This study adds to the limited research on SBR practices with toddlers/preschoolers who use AAC. Directions for future research and the implications of the study are discussed.\\n \\n \\n \\n \\n https://doi.org/10.23641/asha.26240408\\n \\n\",\"PeriodicalId\":74424,\"journal\":{\"name\":\"Perspectives of the ASHA special interest groups\",\"volume\":\" 37\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-07-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectives of the ASHA special interest groups\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1044/2024_persp-23-00230\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives of the ASHA special interest groups","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1044/2024_persp-23-00230","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Shared Book Reading Experiences for Young Children Who Use Augmentative and Alternative Communication Systems
Shared book reading (SBR) is an evidence-based literacy activity that promotes the development of oral language and emergent literacy skills in young children; however, literature regarding best practices for parents of children with developmental disabilities under the age of 5 years, specifically those with complex communication needs, is severely limited. In this descriptive study, we aimed to better understand how families of toddlers/preschoolers incorporated augmentative and alternative communication (AAC) into SBR interactions.
Videos of SBR interactions were collected across five families with children between 35 and 48 months of age who used AAC systems. Three families had previous training in AAC use during SBR; two families did not have previous training and reportedly did not use their child's AAC system during typical SBR interactions at home. Thus, SBR without AAC was considered “typical” for these two families, and behaviors were compared across two conditions: SBR without AAC and SBR with AAC. Each video was coded for a variety of parent and child behaviors, including asking questions, repetitions, modeling/commenting, expanding/extending, defining vocabulary, affirmations, initiations, and responses. The communication modality used was coded for each behavior.
Analysis of the video coding revealed that parents used a variety of strategies and that children relied on multimodal means of communication during SBR. For the two families who had videos collected across two conditions, namely, SBR without AAC and SBR with AAC, family AAC use increased the overall duration of SBR activities. For all families, the frequency of parent SBR strategy use increased the SBR duration.
This study adds to the limited research on SBR practices with toddlers/preschoolers who use AAC. Directions for future research and the implications of the study are discussed.
https://doi.org/10.23641/asha.26240408