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

Park, Hyun-Ju

doi:10.12963/csd.20729

Cited by 6 publications

(24 citation statements)

References 21 publications

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“…The questions included in the interview guide consisted largely of the 4 sections of 'general details', 'experiences with conventional speech therapy pre-AAC implementation', 'experiences post-AAC implementation', and 'expectations for their children and the role of parents'. Questions related to general details were used in the introductory segment of the interview in order to alleviate the participants' first-meeting unfamiliarity and tension and to progress the interview naturally (Brad, Skinner, Roberts, & Hennon, 2006;Park, 2020), and consisted of items such as: "What are the things [child] likes/dislikes? ", "What is [child]'s temperament/ personality like?…”

Section: Methodsmentioning

confidence: 99%

“…This study sought to conduct one-on-one in-depth interviews with these parents and compile data based upon their vivid lived experiences. As this study pursued the intentional collection of specific parent examples, participants were selected by purposeful sampling (Park, 2020;Park et al, 2020). Interviews with study participants were conducted to the point of theoretical saturation, following the standards of theoretical sampling (Choi, Shin, & Song, 2016;Strauss & Corbin, 1998).…”

Section: Participantsmentioning

confidence: 99%

“…With this understanding, several efforts have been made to facilitate AAC acceptance in stakeholders and to identify the barriers obstructing the usage of AAC systems (Baxter, Enderby, Evans, & Judge, 2012;Johnson et al, 2006;Moorcroft, Scarinci, & Meyer, 2018). Johnson et al (2006) Recently, studies have been conducted both domestically (in South Korea) and overseas in order to thoroughly examine the factors affecting the acceptance, rejection, or abandonment of AAC through the experiences of parents and SLPs (Moorcroft et al, 2019a(Moorcroft et al, , 2019bPark, 2020;Park et al, 2020). On the overseas side is the work of Moorcroft and her colleagues: Moorcroft et al (2019a) began by collecting interview data from 12 parents of children with CCN, then analyzing the factors that influenced those parents to reject or abandon AAC.…”

mentioning

confidence: 99%

“…AAC intervention supporting the communication and participation of persons with CCN proceeds as a team approach (Beukelman & Mirenda, 2013). If the recipient of intervention in need of AAC is a child, parents play a decisive role as the most significant members of the team in accepting or rejecting AAC intervention for their child (Moorcroft et al, 2019a(Moorcroft et al, , 2019bPark, 2020;Park et al, 2020). Therefore, it is crucial to heighten parents' understanding and positive perception of AAC.…”

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confidence: 99%

“…In accordance with the definition established by Moorcroft et al (2019a), this study interpreted acceptance as meaning the family utilized AAC systems to some degree. Following this criterion, HyunJu Park • AAC Acceptance Process by Parents parents who have been providing AAC intervention services to their children for at least 1 year were involved in the study (Park, 2020), and their AAC acceptance processes and intervening factors were sought out for in-depth investigation based upon vivid experiential data. As such this study adopted a qualitative rather than quantitative methodology, seeking in particular to draw its conclusions through the application of the grounded theory approach known to be well-suited to the examination of processes.…”

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confidence: 99%

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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: Methodsmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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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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Parents' Perspectives of Augmentative and Alternative Communication: From Assessment to Implementation

Andzik,

LaRouech,

Gladfelter

2024

Perspect ASHA SIGs

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Purpose: Parents are known to be effective communication partners in their children's augmentative and alternative communication (AAC) intervention. This study aimed to better understand the parent perspective in the AAC acquisition, implementation, and handing processes across various primary disability labels and ages. Method: Twenty-two parents of children who use AAC engaged in phone interviews to discuss their family's experiences with AAC obtainment and intervention. A thematic analysis of the interview data was conducted. Results: The following five themes emerged: assessment procedures, early recommendations for AAC, external variables that influence device access, supports and barriers parents face when navigating AAC use with their child, and what participants would do differently. Further subthemes were also established to categorize parent responses. Conclusions: Findings support the inclusion of family-centered care for children with complex communication needs who use AAC. Parent responses indicate a greater need for interprofessional communication between children's team members and their family to provide comprehensive support. Parents also emphasized a desire to introduce AAC earlier into their family.

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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

Cited by 6 publications

References 21 publications

“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

Parents' Perspectives of Augmentative and Alternative Communication: From Assessment to Implementation

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

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