Coaching parents to implement augmentative and alternative communication (AAC) language systems with young children with complex communication needs

This thesis by publication consists of two papers. The first paper is a systematic review of parent-implemented symbolic augmentative and alternative communication (AAC) interventions for young children with complex communication needs. Twenty single case design and three group studies met the selection criteria. Overall, the literature supports the use of parent coaching as effective in supporting parents to implement AAC interventions and parents were able to implement AAC interventions accurately. Aided language interventions were the most effective for supporting ongoing language development. Limitations with the current research and needs for future research are discussed. The second paper is a pilot study, using an AB single case design, investigating the effects of a parent training and coaching aided language stimulation intervention, using a pragmatic organisation dynamic display (PODD) communication system. The study involved two parentchild dyads, (children aged 4.5 years) in a home setting. Dependent variables were parent frequency of AAC symbol use, frequency of speech and use of two language stimulation strategies and children’s symbolic utterances using five-minute samples of parent-child interaction during mealtime and play activities. An effect was demonstrated for both parent and child outcomes. The intervention approach investigated in this pilot study was successful.