A Study on Exper iences and Needs of Potential AAC Users’ Parents regarding AAC Intervention Services

임장현,; 박은혜,; 구정아,

doi:10.18541/ser.2013.10.12.3.309

Cited by 3 publications

(4 citation statements)

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“…As such, ways must be found for children with CCN to be able to easily access AAC intervention services close to home. Considering that these children are generally of school age, integrating AAC into school settings could be a good alternative (Clarke, McConachie, Price, & Wood, 2001;Lim et al, 2013). This also aligns with the wishes of parents who participated in this study.…”

Section: Discussionsupporting

confidence: 68%

“…and special education teachers. Negative feedback from experts is an issue that has been continually highlighted in the literature, demonstrating the importance of increasing experts' knowledge and skill (Goldbart & Marshall, 2004;Lim, Park, & Ku, 2013;Moorcroft et al, 2019a;Park, 2020;Park et al, 2020;Soto, Muller, Hunt, & Goetz, 2001). However, the reason parents who participated in this study received much negative feedback from experts may be that they started AAC intervention before it was more conventionally used.…”

Section: Discussionmentioning

confidence: 94%

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“I Kept Questioning It in the First 6th Months”: The Process of AAC Acceptance in Parents of Children with Complex Communication Needs

Park¹

2021

Commun Sci Disord

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This study, which focused on the experiences of parents of children with complex communication needs, aimed to conduct an integrated examination of the acceptance process for augmentative and alternative communication (AAC) and the factors that affected that process. Methods: One-on-one in-depth interviews were conducted with 15 parents who had come to accept AAC through the intervention experiences of their children with developmental disabilities. The collected data was then analyzed using a methodology of qualitative research known as the grounded theory approach. Results: First, 181 concepts and 56 subcategories sorted into 18 categories were extracted through open coding. Axial coding was then applied in the construction of a paradigm model and phasic process of change. During the AAC acceptance process, parents experienced the central phenomenon of 'doubt and hesitation, ' and appeared to pass through stages of acknowledgment, confirmation, investigation, effort, and acceptance. Finally, selective coding was used to obtain the core category of 'genuine experiences of communication between two agents, achieved through time and patience. ' Conclusion: This study confirmed that parent competency, comprising knowledge, skills, and attitudes, are crucial to the successful implementation of AAC intervention for children with complex communication needs. Practical implications for strengthening parent competencies and facilitating acceptance of AAC are discussed based on the results of the study.

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Section: Discussionsupporting

confidence: 68%

Section: Discussionmentioning

confidence: 94%

“I Kept Questioning It in the First 6th Months”: The Process of AAC Acceptance in Parents of Children with Complex Communication Needs

Park¹

2021

Commun Sci Disord

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“…These results are consistent with previous studies that AAC family support leads to changes in parents' perceptions and attitudes (Kim & Park, 2003;Kim & Park, 2012) and that parent education is effective in raising awareness of the use of AAC (Bruno & Dribbon, 1998;Fanale, 2013). As studies have raised the need for and parent education (Anderson et al, 2015;Angelo et al, 1995;Lim et al, 2013;Park, 2020;Shin & Lee;2016), and this study came to the conclusion that the parent education has a positive effect on improving their AAC awareness, it is necessary to develop a plan for the continuous development and spread of parent education programs.…”

Section: Discussionmentioning

confidence: 76%

“…According to previous studies conducted in Korea, parents of children with disabilities generally lacked understanding and information about AAC, and therefore needed specialized education and service programs to utilize AAC. For example, Lim, Park and Ku (2013) conducted individual and focus group interviews with 10 parents of children with developmental disabilities. The reasons for the difficulty in accepting AAC were the lack of information and data on AAC, the negative perception of special education teachers, and lack of professionalism, etc.…”

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confidence: 99%

The Effects of Parent Education on Perceptions of Augmentative and Alternative Communication

Sang-min¹,

Park²,

Shin³

2021

Commun Sci Disord

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Objectives: Parents’ incomplete knowledge of AAC is apt to make them believe in misconceptions about AAC, which hinders them from having the appropriate interventions for their children. Considering the fact that parents’ perception of AAC has a large impact on AAC intervention, this study aims to examine the effects of parent education on the perception of AAC.Methods: Twenty-five mothers of children with complex communication needs participated in the study. Parent Education is designed as a 40-minute program consisting of (1) introduction to AAC, (2) exploring AAC systems, (3) developing linguistic competence using AAC, (4) tips for using AAC at home, and (5) policies and financial support. Extra time for question-and-answers was provided to each participant. To measure the effect of parent education on parents’ AAC perception and the relationship of participants’ change in perception with their satisfaction with the education program, two types of survey questionnaires were developed.Results: The repeated measured ANCOVA showed that the difference between the total scores of pre-and post-surveys was significant. The Spearman’s rho was .443, indicating a moderate positive correlation between the degree of satisfaction and the change in AAC perception.Conclusion: This study showed that parent education had a positive effect on parents’ perceptions of AAC overall. In particular, there was a significant change of opinion in the misconception that children must have intact cognitive skills to use speech-generating devices, the idea which showed the lowest scores in the pre-survey. It seems that the education program which focused on correcting misconceptions about AAC and providing relevant information and opportunities to use AAC devices helped to lead to these positive effects.

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Parents’ Experiences and Acceptance Factors of AAC Intervention for Children with Complex Communication Needs

Park¹

2020

Commun Sci Disord

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A Study on Exper iences and Needs of Potential AAC Users’ Parents regarding AAC Intervention Services

Cited by 3 publications

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“I Kept Questioning It in the First 6th Months”: The Process of AAC Acceptance in Parents of Children with Complex Communication Needs

“I Kept Questioning It in the First 6th Months”: The Process of AAC Acceptance in Parents of Children with Complex Communication Needs

The Effects of Parent Education on Perceptions of Augmentative and Alternative Communication

Parents’ Experiences and Acceptance Factors of AAC Intervention for Children with Complex Communication Needs

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