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Peer-mediated aided AAC modeling: a systematic review
Olivia Wallace1, Mandy Rispoli1, Amanda Eiser-Hess1
1University of Virginia, Charlottesville, VA, USA.
Summary
Peer-mediated instruction and aided Augmentative and Alternative Communication (AAC) modeling support communication for AAC users in schools. This review found limited diversity in participants and outcomes, suggesting areas for future research.
Area of Science:
- Speech and Language Pathology
- Special Education
- Communication Sciences
Background:
- Peer-mediated instruction and aided Augmentative and Alternative Communication (AAC) modeling are effective practices.
- Previous reviews have not synthesized school-based applications of combined peer-mediated aided AAC modeling.
Purpose of the Study:
- To systematically review studies on school-based peer-mediated aided AAC modeling.
- To analyze participant characteristics, intervention details, and communication outcomes.
Main Methods:
- A systematic review was conducted.
- Seven studies were included and evaluated for various characteristics and quality measures.
Main Results:
- The practice is primarily used in inclusive, nonacademic settings.
- Participant populations and communication outcomes showed limited diversity.
- Intervention and peer training characteristics varied.
Conclusions:
- School-based peer-mediated aided AAC modeling has potential but requires further research.
- Future research should focus on diverse populations and broader communication outcomes.
- Implications for practice in school settings are discussed.
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