Systematic Review of the Effects of Interventions to Promote Peer Interactions for Children who use Aided AAC
| Autor: | Lauramarie Pope, Janice Light, Michelle C. S. Therrien |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
030506 rehabilitation
Adolescent Psychological intervention Peer Group Developmental psychology World Wide Web Communication Aids for Disabled Young Adult 03 medical and health sciences Speech and Hearing Intervention (counseling) medicine Humans Interpersonal Relations Child Peer interaction business.industry 05 social sciences Rehabilitation 050301 education medicine.disease Social relation Quality of evidence Identification (information) Augmentative and alternative communication Child Preschool Communication Disorders Autism 0305 other medical science business 0503 education |
| Zdroj: | Augmentative and Alternative Communication. 32:81-93 |
| ISSN: | 1477-3848 0743-4618 |
| DOI: | 10.3109/07434618.2016.1146331 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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