Parents' perception on the use of augmentative and alternative communication by children with complex communication needs in Malaysia

Abstract

Purpose

Children with developmental disabilities who have complex communication needs (CCN) frequently need to use augmentative and alternative communication (AAC) to communicate effectively and efficiently. Speech–language pathologists (SLPs) often work closely with parents and other professionals when deciding on the best AAC system to introduce to these children. This study aimed to describe the use of AAC by children with CCN in Malaysia as reported by their parents.

Materials and method

An online survey distributed for this study was completed by 235 parents.

Results

Most of the parents of children with CCN who participated in this study reported that their children used low-tech AAC systems. A majority of respondents were satisfied with their child’s AAC system. Parental satisfaction was positively associated with the frequency of use and whether the use of AAC helped parents understand the child better. Challenges reported by parents when using AAC and the reason some families abandoned the use of AAC were similar. Examples of challenges include parents having limited time and the child lacking the motivation to use the AAC system.

Conclusion

The findings of this study suggest the importance of SLPs actively involving parents in the selection of their children’s AAC system so they are agreeable with the system introduced and continuously supporting children and their families to encourage and sustain the use of AAC.

Implications for rehabilitation

• Speech–language pathologists (SLPs) can create communication opportunities for the child to use augmentative and alternative communication (AAC) and experience success, teach parents how to incorporate AAC into the family’s daily routine and activities, and reduce the demands on parents by preparing the AAC materials and programming the AAC system where possible.

• SLPs can provide ongoing support to school teachers to equip them with the necessary knowledge and skills to support the use of AAC in the classroom.

Keywords:

• Augmentative and alternative communication
• complex communication needs
• Malaysia
• speech–language pathologists
• children with disabilities
• parents

Acknowledgements

The authors thanks are extended to all parents who participated in the study.

Disclosure statement

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

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.