Journal
AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
Volume 32, Issue 2, Pages 81-93Publisher
TAYLOR & FRANCIS LTD
DOI: 10.3109/07434618.2016.1146331
Keywords
Peer interaction; augmentative and alternative communication; systematic review; social interaction
Funding
- Penn State AAC Leadership Project, a doctoral training grant - U.S. Department of Education [H325D110008]
- Hintz Family Endowed Chair in Children's Communicative Competence
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The goals of this systematic review were to investigate studies that implemented interventions to increase or improve peer interaction for children who used aided AAC, to evaluate the strengths and limitations of those studies, and to discuss implications for practice and directions for future research. A systematic search resulted in the identification of 19 studies (56 participants). Studies were coded and summarized in terms of participants, independent and dependent variables, outcomes, and quality of evidence. All 19 studies reported positive effects on interactions with peers, though the results varied in degree. Although the quality of evidence varied, three studies met the standards of conclusive evidence, and an additional five presented preponderant evidence. The most frequently used intervention components were teaching children with complex communication needs how to use AAC within social interactions and teaching peers skills and strategies to promote interaction. While the body of research suggests that intervention can promote positive peer interactions for children with complex communication needs, the evidence for preschool-aged children and children with autism spectrum disorders is relatively sparse.
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