Speech language pathologists' practice with young children who require augmentative and alternative communication: A focus on social communication and peer intervention.

摘要

Survey research methodology was used to elucidate the practices and opinions of speech-language pathologists (SLP) regarding intervention programming addressing social communication and the inclusion of peers for children who require augmentative and alternative communication (AAC). Survey sections included (a) demographics, (b) general information regarding AAC, and (c) practices regarding addressing social communication and peer interactions in intervention. Results of the study indicated that, although SLPs are addressing social communication and are including peers in intervention, more can be done to individualize intervention for children who require AAC. Further, SLPs were asked questions regarding the means available, opportunities, and instruction provided to children who require AAC who were characterized as "active" or "passive" communicators. Differences were noted in the findings with regard to the services provided to children who require AAC and their communication style. Additionally, results of the current investigation highlight specific problems regarding why SLPs are not including peers in intervention. The clinical practices reported by the participants in this investigation were compared to information that has been reported in the literature as best practice regarding intervention for children who require AAC. Ultimately, the study provides a framework for future research in developing social competence in individuals requiring an AAC system.