Augmentative and alternative communication in children with Down’s syndrome: a systematic review

Abstract

BackgroundThe use of technology to assist in the communication, socialization, language, and motor skills of children with Down’s syndrome (DS) is required. The aim of this study was to analyse research findings regarding the different instruments of ‘augmentative and alternative communication’ used in children with Down’s syndrome.MethodsThis is a systematic review of published articles available on PubMed, Web of Science, PsycInfo, and BVS using the following descriptors: assistive technology AND syndrome, assistive technology AND down syndrome, down syndrome AND augmentative and alternative communication. Studies published in English were selected if they met the following inclusion criteria: (1) study of children with a diagnosis of DS, and (2) assistive technology and/or augmentative and alternative communication analysis in this population.ResultsA total of 1087 articles were identified. Thirteen articles met the inclusion criteria. The instruments most used by the studies were speech-generating devices (SGDs) and the Picture Exchange Communication System (PECS).ConclusionTwelve instruments that provided significant aid to the process of communication and socialization of children with DS were identified. These instruments increase the interaction between individuals among this population and their peers, contributing to their quality of life and self-esteem.Electronic supplementary materialThe online version of this article (10.1186/s12887-018-1144-5) contains supplementary material, which is available to authorized users.

Evaluation of Oral Hygiene in Children with Down Syndrome Using the Busy Book Ayo Sikat Gigi as an Educational Toy

“…Because of limitations in cognitive domains such as memory, concentration, learning, and communication, the learning progress proceeds more slowly in children with Down syndrome than in other children of the same chronological age [9,12]. Communication difficulties in children with Down syndrome result in their receiving instruction at a slower pace.…”

“…To prevent the occurrence of periodontal disease, the maintenance of oral hygiene is very important; however, because of their intellectual limitations, low IQ, and low memory, this activity is difficult for children with Down syndrome [8,9]. An educational toy aiming specifically at educating children with Down syndrome, such as the busy book, is needed.…”

Augmentative and Alternative Communication Systems with Signs and Eye Tracker Used in Poland

“…In Polish population the adopted Makaton system uses graphic drawings, as well as gestures which support the verbal communication and serve as an additional means that strengthens the message transmission [23]. Apart from the manual signs, there are, graphic symbols which are applied in Makaton and that are used by people who are unable to make a gesture, then they indicate the symbol and in this way they signal their needs and interests [24]. Commonly, the mime as well as the pantomime constitute the techniques of presenting moods, feelings, emotions, certain activities, concrete and abstract issues through gestures, movements of the whole body, as well as the facial expressions [25].…”

Use of Augmented Reality with a Motion-Controlled Game Utilizing Alphabet Letters and Numbers to Improve Performance and Reaction Time Skills for People with Autism Spectrum Disorder

“…11 In our own review, we have previously concluded that is a valuable tool, because ASD children's interest is aroused by this technology, which they find attractive and motivating. 12,13 AR applications can stimulate problem-solving skills for cognitive empowerment in typically or atypically developing children, as well as promoting inclusion and social integration as would be desirable in educational and group rehabilitation settings. 14 Research into AR-based social skills for people with ASD has also reported positive findings.…”