Systematic Review of the Effects of Interventions to Promote Peer Interactions for Children who use Aided AAC

Abstract

The goals of this systematic review were to investigate studies that implemented interventions to increase or improve peer interaction for children who used aided AAC, to evaluate the strengths and limitations of those studies, and to discuss implications for practice and directions for future research. A systematic search resulted in the identification of 19 studies (56 participants). Studies were coded and summarized in terms of participants, independent and dependent variables, outcomes, and quality of evidence. All 19 studies reported positive effects on interactions with peers, though the results varied in degree. Although the quality of evidence varied, three studies met the standards of conclusive evidence, and an additional five presented preponderant evidence. The most frequently used intervention components were teaching children with complex communication needs how to use AAC within social interactions and teaching peers skills and strategies to promote interaction. While the body of research suggests that intervention can promote positive peer interactions for children with complex communication needs, the evidence for preschool-aged children and children with autism spectrum disorders is relatively sparse.

Keywords:

• Peer interaction
• augmentative and alternative communication
• systematic review
• social interaction

Acknowledgements

This research is based on a candidacy project completed by the first author, under the direction of the second author, in partial fulfillment of the requirements of the degree of Doctor of Philosophy in Communication Sciences and Disorders, Pennsylvania State University. The authors wish to thank Dr Erinn Finke and Dr Carol Miller for their roles as committee members.

Disclosure statement

The authors report no conflict of interest. The authors alone are responsible for the content and writing of the paper.

Funding information

This project was supported by funding from the Penn State AAC Leadership Project, a doctoral training grant funded by U.S. Department of Education grant H325D110008. Funding support for the AAC doctoral program at Penn State is also provided through the Hintz Family Endowed Chair in Children’s Communicative Competence.