Effects of Parent Instruction on the Symbolic Communication of Children Using Augmentative and Alternative Communication during Storybook Reading

Autor/inn/en	Kent-Walsh, Jennifer; Binger, Cathy; Hasham, Zishan
Titel	Effects of Parent Instruction on the Symbolic Communication of Children Using Augmentative and Alternative Communication during Storybook Reading
Quelle	In: American Journal of Speech-Language Pathology, 19 (2010) 2, S.97-107 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2010/09-0014)
Schlagwörter	Augmentative and Alternative Communication; Semantics; Parents; Semiotics; Teaching Methods; Interaction; Story Reading; Parent Child Relationship; Children; Evaluation Methods; Data Analysis; Mothers + Suchen Sie Ihr Suchwort? Semantik; Eltern; Semiotik; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Child; Kind; Kinder; Auswertung; Mother; Mutter
Abstract	Purpose: This study investigated the effects of a communication partner instruction strategy for parents of children using augmentative and alternative communication (AAC) on the communicative turn taking of their children. Instruction was provided within storybook-reading contexts. Method: Two single-subject multiple-probe-across-participants designs were used to evaluate the effects of parent instruction on (a) 3 European American parents and (b) 3 African American parents. Changes in turn-taking rates and the expression of different semantic concepts in children using AAC were assessed in storybook-reading activities. Results: All 6 parents learned to implement the communication partner interaction strategy accurately. All 6 children who used AAC increased their communicative turn taking and their language use as reflected by different semantic concepts expressed. Conclusions: Results provide evidence that the communication partner instruction program applied within storybook-reading contexts holds significant promise in improving parent-child interaction patterns and facilitating communicative expression and turn taking in children who use AAC. (Contains 1 table and 2 figures.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10