Augmentative and alternative communication (AAC) interventions that promote commenting: a systematic review

Area of Science:

• Speech and Language Pathology
• Assistive Technology
• Developmental Disabilities

Background:

• Augmentative and alternative communication (AAC) effectively supports individuals with speech disabilities.
• Existing AAC research predominantly focuses on requesting skills, neglecting commenting.
• Commenting is vital for social interaction, relationship building, and information exchange.

Purpose of the Study:

• To systematically review and critically evaluate research on AAC interventions specifically targeting commenting skills.
• To identify effective teaching procedures, contexts, and commenting behaviors in AAC interventions.

Main Methods:

• Systematic literature search adhering to the INPLASY protocol 3160.
• Inclusion of 14 single-case design studies examining AAC interventions for commenting in children with communication disabilities.
• Quality appraisal of included studies focusing on methodological rigor.

Main Results:

• Most studies demonstrated acceptable methodological rigor, though improvements are needed in reporting, blinding, and phase points.
• Identified interventions utilized prompt hierarchies, aided modeling, and direct prompting across book reading, play, and intensive teaching contexts.
• Strongest evidence supports least-to-most prompt hierarchies combined with aided modeling during book reading for enhancing commenting.

Conclusions:

• While promising, current research is insufficient to definitively recommend specific AAC interventions for commenting.
• Further high-quality research is needed to strengthen the evidence base for AAC commenting interventions.
• Continued focus on developing and evaluating AAC strategies for commenting is essential for comprehensive communication support.