Intervention and Sampling Trends in Literacy Research for Young Augmentative and Alternative Communication Users: A...

Area of Science:

• Speech and Language Pathology
• Early Childhood Education
• Assistive Technology

Background:

• Literacy development is crucial for young children, especially those using aided augmentative and alternative communication (AAC).
• Existing research on literacy interventions for this population is not well-characterized.
• Understanding current trends is essential for guiding future research and practice.

Purpose of the Study:

• To characterize the existing literature on literacy interventions for young children (ages 2-8) who use or could benefit from aided AAC.
• To identify trends in intervention types, participant characteristics, and research gaps.
• To inform the development of more inclusive and comprehensive literacy support.

Main Methods:

• A scoping review methodology was employed.
• Systematic searches were conducted across six databases.
• 33 intervention studies were identified and analyzed for participant and intervention characteristics.

Main Results:

• Studies primarily focused on shared reading interventions for expressive communication in children already using symbolic communication.
• A significant gap exists in research involving children with multiple disabilities, including intellectual disabilities.
• Intervention and sampling trends indicate a need for broader representation.

Conclusions:

• There is a critical need for more inclusive research encompassing diverse communication and disability profiles of young children using aided AAC.
• Future research should include participants with varied abilities and access methods.
• The scope of emergent literacy interventions should expand beyond shared reading to include generative writing, phonological awareness, and language comprehension for comprehensive support.