TY - JOUR
T1 - Systematic Review of the Effects of Interventions to Promote Peer Interactions for Children who use Aided AAC
AU - Therrien, Michelle C.S.
AU - Light, Janice
AU - Pope, Lauramarie
N1 - 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.
Publisher Copyright:
© 2016 International Society for Augmentative and Alternative Communication.
PY - 2016/4/2
Y1 - 2016/4/2
N2 - 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.
AB - 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.
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U2 - 10.3109/07434618.2016.1146331
DO - 10.3109/07434618.2016.1146331
M3 - Article
C2 - 26903484
AN - SCOPUS:84959043009
VL - 32
SP - 81
EP - 93
JO - AAC: Augmentative and Alternative Communication
JF - AAC: Augmentative and Alternative Communication
SN - 0743-4618
IS - 2
ER -