“I've had a love-hate, I mean mostly hate relationship with these PODD books”: parent perceptions of how they and their child contributed to AAC rejection and abandonment

Abstract

Purpose

The introduction of augmentative and alternative communication (AAC) systems can enhance the participation of young children with complex communication needs. However, existing literature suggests that the knowledge, skills, and attitudes of the child’s parent may prevent ongoing use of the AAC system. Therefore, this study aimed to explore parent perspectives on the contribution of factors associated with the family unit to the rejection or abandonment of an AAC system for their child with complex communication needs.

Methods

Parents of children with complex communication needs who had previously rejected or abandoned an AAC system (N = 12) participated in a semi-structured interview. Thematic analysis of the interview data was completed.

Results and conclusion

Analysis revealed four themes which captured family factors contributing to the rejection and abandonment of AAC systems: (a) parents lacked the emotional readiness and resilience to implement AAC, (b) implementing AAC was extraneous work for parents, (c) the child did not use their AAC system for communication, and (d) parents were not satisfied with the AAC system itself. SLPs must be aware of and account for these factors to enable the successful introduction of AAC systems.

Implications for rehabilitation

• SLPs may increase the acceptance of AAC systems by working with a multidisciplinary team to support parents through their grief and implement strategies to build their resilience in the face of adversity.

• SLPs need to acknowledge the existing demands on parents when planning AAC intervention and support parents to integrate AAC systems into their daily routines.

• SLPs must carefully consider the child’s motivation, sensory profile, and physical abilities as well as parent preferences when prescribing an AAC system. These considerations will give the child and parent the best opportunity for success with the system and consequently reward parents for the effort they have invested.

Keywords:

• Augmentative and alternative communication
• complex communication needs
• rejection and abandonment
• parents

Acknowledgements

The authors wish to acknowledge Education Queensland, Lifetec, Autism Queensland, AEIOU, and Speech and Language Development Australia for their assistance with recruitment for this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 Key Word Sign is the use of manual signs and natural gesture to support communication. https://www.scopeaust.org.au/key-word-sign-australia/

2 Makaton is a language programme using signs and symbols to help people to communicate. https://www.makaton.org/

3 Paget-Gorman Signed Speech is an unaided augmentative sign system that supports language and communication. http://www.pagetgorman.org/

4 Signed English is a sign language dialect which matches each spoken word of English. http://sign.com.au/

5 The iPad is a product of Apple Computers Inc., Cupertino, CA, www.apple.com

6 PECS is a product of Pyramid Educational Consultants, VIC, Australia, https://pecsaustralia.com/

7 PODD is a product of Gayle Porter and The Cerebral Palsy Education Centre, VIC, Australia, https://cpec.org.au/store/podd/

Additional information

Funding

This research was supported by an Australian Government Research Training Program (RTP) Scholarship.