Communication Partners Supporting Children with Complex Communication Needs Who Use AAC: A Systematic Review

Autor/inn/en	Shire, Stephanie Y.; Jones, Nancy
Titel	Communication Partners Supporting Children with Complex Communication Needs Who Use AAC: A Systematic Review
Quelle	In: Communication Disorders Quarterly, 37 (2015) 1, S.3-15 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740114558254
Schlagwörter	Educational Needs; Children; Partnerships in Education; Augmentative and Alternative Communication; Intervention; Communication Skills; Communication Strategies; Meta Analysis; Literature Reviews; Effect Size; Interaction; Participant Characteristics; Protocol Analysis; Outcome Measures; Research Design; Interpersonal Communication; Child Development; Receptive Language; Context Effect; Time Perspective; Training Objectives + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Child; Kind; Kinder; Hochschulpartnerschaft; Kommunikationsstil; Kommunikationsstrategie; Meta-analysis; Metaanalyse; Interaktion; Forschungsdesign; Interpersonale Kommunikation; Kindesentwicklung; Rezeptive Kommunikationsfähigkeit; Zeitbezug; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	Communication partners who efficiently use augmentative and alternative communication (AAC) are essential interaction partners for children learning to communicate using AAC. This systematic review examines studies targeting interventions designed to help communication partners support children with complex communication needs who use AAC. Overall, the 13 studies of moderate methodological quality rated using published rating scales reported positive findings for partners' skills and children's communication. Author-reported effect sizes and calculation of improvement rate difference indicated that multiple studies demonstrated large effects that were maintained 1 to 2 months post intervention. Delivery considerations for partner training including device training, enhancing partners' understanding of communication targets, and the timing of partner training are discussed. The importance of supporting successful interactions across learning contexts and domains of communication as well as over time is highlighted. Furthermore, implications for dyads with unique characteristics including limited experience with AAC and children who are developmentally young are examined. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01