The social interaction of an adolescent who uses AAC: The evaluation of a peer-training program

Abstract

Challenges relating to social interactions of children who use AAC in school settings have been well documented. In this study, a peer-training program was designed and implemented with the Grade 8 peers of an adolescent who had severe physical disabilities and who used AAC. Interactions between the adolescent who used AAC and his classroom peers were investigated before and after implementation of the peer-training program, using a descriptive single case study. An analytical model to describe the interactions and potential changes in the interactions of adolescents who use AAC was developed. The model also included various measures to evaluate pertinent psychosocial factors of the interactions of a person using AAC with peers. Results of the observational data reflected an increase in the frequency of interactions as indicated by the number of messages per hour and the extent of the interactions as signified by an increase in the number of messages per interchange. Changes were also noted in terms of the discourse structures and communication functions achieved by the interactions, the modes of communication used by the adolescent who used AAC and the responses of his peer partners.

Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms

“…If the focus student initiated the interaction episode, we coded the perceived communicative function of the initiation, adapting from prior literature (Blackstone, 1991;Light, 1988;Lilienfeld & Alant, 2005). These functions included expressing wants and needs (requesting or rejecting an object, activity, or help), transferring information (requesting/sharing information about an object, action, or activity), fulfilling social etiquette (meeting the social expectations in the given situations), developing social closeness (drawing others' attention to themselves and making social connections with others), or not clear/others (the function could not be determined; the content of the interaction could not be heard; or the communicative function was not listed above).…”

Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation

“…Limited peer interaction between children using AAC has been reported in both special education classrooms (De Bortoli et al, 2011) and inclusive classrooms (Kent-Walsh & Light, 2003). Peer training, as proposed by some teachers in this study, is a strategy that can lead to increased peer interaction (Lilienfeld & Alant, 2005).…”

Designing AAC Research and Intervention to Improve Outcomes for Individuals with Complex Communication Needs

“…There have been numerous studies that describe social attitudes towards individuals with complex communication needs (see McCarthy & Light, 2005, for a review), but to date there have been only a small number of studies (e.g., Lilienfeld & Alant, 2005;McCarthy, Donofrio-Horwitz, & Smucker, 2010) that have investigated techniques to promote positive attitudes and maximize social acceptance of individuals with complex communication needs.…”