Family Leisure as a Context to Support Augmentative and Alternative Communication Intervention for Young Children with Complex Communication Needs

Abstract

Families are often the most significant communication partners for children who require augmentative and alternative communication (AAC). Because family-centered approaches are recommended practice in speech-language pathology, a primary role for speech-language pathologists (SLPs) serving children who require AAC is to support families in integrating communication into highly valued, existing family activities. Family leisure activities can provide a naturally supportive context for AAC, because they provide multiple opportunities for children to interact and practice using AAC with natural communication partners. This article aims to guide SLPs in utilizing family leisure as a context for AAC intervention. We describe the benefits and constraints of engaging in leisure for families with children with disabilities. We define family leisure, which includes two distinct types of leisure activities: core and balance. Finally, we provide a case example of a family that highlights the integration of AAC into both types of leisure activities.

High-Tech Augmentative and Alternative Communication Devices: Observing Children’s Need for Help and Interaction with Caregivers

“…The data gathered with these observation sessions meets a need, widely mentioned in the literature, to promote technology-mediated communicative interaction in all contexts of the life of the child, with a particular focus on the home setting (Brotherson et al 1996;O'Neill et al 2017). Moreover, an effective augmentative communication system requires a commitment from all social partners, including family members.…”

“…Indeed, the use of AAC devices imposes significant learning costs since individuals must learn not only how to operate a computer-based device but also how to use the technology to successfully participate in communicative interactions (Kent-Walsh and Mcnaughton 2005;Light and Mcnaughton 2015;Mcnaughton et al 2008). Moreover, the literature reinforces the importance of ensuring that both children and their families are active members of the intervention team, alongside therapists and teachers (Bailey et al 2006;Brotherson et al 1996;Mandak et al 2017;O'Neill et al 2017;Parette et al 2000).…”

“…Many caregivers still have little or no idea of what AAC options are available for the children in their care (Williams et al 2008), despite increasing recognition of the importance of early intervention with AAC (O'Neill et al 2017;Romski et al 2011). Furthermore, it has also been shown that having only one technique, one communication partner, or one environment in which the AAC system can be used is insufficient (Williams et al 2008).…”