Teaching Latino Parents to Support the Multi-Symbol Message Productions of their Children who Require AAC

Figures & data

TABLE 1 Participant characteristics including chronological age, sex, primary disability, speech comprehensibility and context on the I-ASCC, TACL-3 Scores, and communication modes expressed.

Participant			I-ASCC		TACL-3 scores
Name	Age, sex	Disability	No context	Semantic context	Stand. score	%ile	Communication modes
Antonio	4;1 M	Profound phonological process disorder	3%	10%	106	65th	Natural speech, signs, gestures, Mercury™ with Functionally Speaking
Angela	3;4 F	Suspected VCFS, profound VPI, suspected CAS	0%	0%	109	73rd	Natural speech, idiosyncratic signs, gestures, low tech communication boards
Julia	2:11 F	Subpalatal cleft, profound VPI	0%	0%	106	65th	Natural speech, idiosyncratic signs, gestures, MightyMo™

Notes. Pseudonyms have been used. CAS = Childhood apraxia of speech. I-ASCC = Index of Augmented Speech Comprehensibility in Children (Dowden, 1997). TACL-3 = Test of Auditory Comprehension of Language, 3rd ed. (Carrow-Woolfolk, 1999). VCFS = Velocardiofacial Syndrome (also known as DiGeorge Syndrome). VPI = velopharygeal insufficiency.

Figure 1. Interaction strategy used by Latino parents to teach their children to use multi-symbol messages.

Figure 2. Percentage of interaction strategy steps correctly implemented by parents within 10 min storybook sessions.

Figure 3. Number of multi-symbol messages produced by children within 10 min storybook sessions.

TABLE 2 Mean number of different multi-symbol messages per 10-min session for baseline, intervention, generalization, and maintenance phases.

Participant	Phase
	Baseline	Intervention	Generalization	Maintenance
Antonio	2.0	11.8	11.3	13.6
Angela	0.5	6.5	16.5	14.7
Julia	1.3	10.0	8.5	12.0

Dowden P. Augmentative and alternative communication decision making for children with severely unintelligible speech. Augmentative and Alternative Communication 1997; 13: 48–58

 Google Scholar

Carrow-Woolfolk E. Test for auditory comprehension of language 3 ed. Pro-Ed, Austin, TX 1999

 Google Scholar