Effectiveness of Talker Switch in AAC on Requesting and Symbol Use of A Young Child with Severe and Multiple Disabilities

Abstract

Background and Objectives: The purpose of this case study was to demonstrate the effects of talker switch training and switch adaptation in augmentative and alternative communication system on the communication of a child with multiple and severe disabilities. Method: A kindergarten student with severe and multiple disabilities participated in the study and a talker switch was selected based on his needs, age, functional level, physical condition, and mobility. This case study was consisted of a pre-test, AAC intervention with talker switch training and a post-test. Results: The results of this case study were as follows: First, the communication skill of the child with severe and multiple disabilities improved. Specifically, communication behaviors were increased. Second, talker switch control abilities of the child were gradually increased in the post-test. Third, the child with severe and multiple disabilities was able to understand 3 pictures in the post-test. He was able to understand figures and use the symbol. Fourth, the communication form of the child changed positively from crying to pressing the AAC device. Fifth, the child was able to meaningfully communicate with his communication partners. Conclusion: The findings of this case study highlighted the importance of switch training before adaptation for children with severe and multiple disabilities in AAC intervention.