A Systematic Review of Augmentative and Alternative Communication Interventions for Children Aged From 0 to 6 Years-Reference-Cited by-同舟云学术

A Systematic Review of Augmentative and Alternative Communication Interventions for Children Aged From 0 to 6 Years

Published:2022-07-06 Issue:3 Volume:53 Page:894-920
ISSN:0161-1461
Container-title:Language, Speech, and Hearing Services in Schools
language:en
Short-container-title:LSHSS

Author:

Leonet Oihana¹,Orcasitas-Vicandi Maria²,Langarika-Rocafort Argia³,Mondragon Nahia Idoiaga⁴^ORCID,Etxebarrieta Gorka Roman⁵

Affiliation:

1. Department of Educational Sciences, Faculty of Education, Philosophy and Anthropology, University of the Basque Country, Donostia-San Sebastián, Spain

2. Department of English and German Philology, Translation and Interpretating, Faculty of Letters, University of the Basque Country, Vitoria-Gasteiz, Spain

3. Department of Didactics of Musical, Plastic and Body Expression, Faculty of Education of Bilbao, University of the Basque Country, Leioa, Spain

4. Department of Developmental and Educational Psychology, Faculty of Education of Bilbao, University of the Basque Country, Leioa, Spain

5. Department of Didactics of Language and Literature, Faculty of Education of Bilbao, University of the Basque Country, Leioa, Spain

Abstract

Purpose: This systematic review evaluates the latest available evidence regarding augmentative and alternative communication (AAC) interventions in children from 0 to 6 years old diagnosed with various disabilities. Method: A systematic search was conducted in MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference Center (EBSCO), and Education Database (ProQuest), and studies on AAC interventions in children from 0 to 6 years old diagnosed with various disabilities were selected independently by two reviewers (A.L.-R. and N.I.M.) according to the purpose of the review. Results: Twenty-nine of 1,709 studies met the inclusion criteria for this review. The methodological quality of the included studies was assessed, and the characteristics and results of the studies were extracted by a descriptive analysis (O.L.S. and M.O.-V.). Conclusion: This analysis revealed that children with different diagnoses show improvements in expressive and receptive communication, functional communication behaviors, communication participation skills, interaction strategies, and symbol and multisymbol production and comprehension by using various AAC systems.

Publisher

American Speech Language Hearing Association

Subject

Speech and Hearing,Linguistics and Language,Language and Linguistics

Link

http://pubs.asha.org/doi/pdf/10.1044/2022_LSHSS-21-00191

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