Exploring augmentative and alternative communication use through collaborative planning and peer modelling: a descriptive case-study

ABSTRACT

A descriptive case-study design was used to document the implementation of a four-phase intervention for a child with autism spectrum disorder (ASD) who uses augmentative and alternative communication (AAC) in an inclusive classroom. The focus of the intervention was on enhancing social communication through peer modelling of the child’s speech-generating app during news-sharing, and the intervention was developed and enacted in a collaborative partnership with the classroom teacher. Various sources of data, including interviews, observations, and data from the child’s AAC system, were collated and analysed. From this analysis, three key themes emerged: (a) Enhanced Participation, (b) Optimising AAC Acceptance and Use, and (c) Increased Teacher Agency. These themes suggest positive outcomes for a naturalistic, social-communication intervention, adding to the calls for further research in this area.

KEYWORDS:

• Augmentative and alternative communication (AAC)
• speech-generating device (SGD)
• autism spectrum disorder (ASD)
• social communication
• inclusion

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 These names are pseudonyms.

2 Information about Universal Design for Learning is available from http://www.cast.org/

Additional information

Notes on contributors

Amy Young

Amy Young is an Educational Psychologist at Explore Specialist Advice, Palmerston North, New Zealand.

Sally Clendon

Sally Clendon is a Senior Lecturer in the Speech and Language Therapy Programme in the Institute of Education at Massey University, Auckland, New Zealand.

Elizabeth Doell

Elizabeth Doell is a Senior Lecturer and Programme Coordinator in the Speech and Language Therapy Programme in the Institute of Education at Massey University, Auckland, New Zealand.