Instructional effectiveness of an integrated theater arts program for children using augmentative and alternative communication and their nondisabled peers: Preliminary study

Abstract

The use of inclusive theater arts activities offers numerous potential benefits to children using augmentative and alternative communication (AAC). The activities may provide an effective context to promote communication, social interaction, and artistic expression. This article presents a preliminary study that provides a descriptive analysis of the instructional effectiveness of a 2-week program that involved two children who used AAC and three nondisabled peers. Data were collected on the amount of time the children were engaged, the number of communication opportunities with which they were provided, the number of opportunities fulfilled by the children, and the success of the communicative turns. The results indicated high levels of engagement, frequent communication opportunities, and high levels of success across all children. The educational implications and future research directions are discussed.

• augmentative and alternative communication (AAC)
• inclusion
• theater arts