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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication
Natalie R Andzik1, Yun-Ching Chung2, Michael P Kranak1
1a Department of Educational Studies , The Ohio State University Columbus , OH , USA.
Augmentative and Alternative Communication (Baltimore, Md. : 1985)
|November 8, 2016
Summary
Students using augmentative and alternative communication (AAC) systems had limited communication opportunities. Many students lacked access to their AAC devices, highlighting a need for improved access across school settings.
Area of Science:
- Speech and Language Pathology
- Assistive Technology
- Special Education
Background:
- Augmentative and alternative communication (AAC) systems are crucial for students with complex communication needs.
- Understanding natural communication opportunities is vital for effective AAC use.
Purpose of the Study:
- To describe communication opportunities for students using AAC systems.
- To identify factors influencing AAC use in educational settings.
Main Methods:
- Observation of 23 students using AAC systems across various school settings.
- Data collection on communication events, partner, mode, AAC availability, and response type.
- Analysis of 117 hours of naturalistic communication interactions.
Main Results:
- Communication events predominantly involved adults, with few student-initiated interactions.
- Students received an average of 17 response opportunities per hour.
- AAC systems were unavailable in nearly half of the communication opportunities.
Conclusions:
- Students using AAC systems face significant barriers to communication.
- Increased access to AAC devices is essential for participation.
- Systematic efforts are needed to ensure equitable AAC access in schools.
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