Patterns of interaction between children with physical disabilities using augmentative and alternative communication systems and their peers

TLDR

Peer relationships are essential for school-aged children, yet those with limited speech rely on AAC devices and face communication barriers, and little is known about how they interact with speaking peers. This study analyzes interactions between 12 physically disabled children using AAC systems and their speaking peers in school. The authors examined one-to-one conversations among these AAC users and their speaking classmates in a school setting. The analysis revealed the main communicative structures, functions, and modes employed by both AAC users and their speaking peers during one-to-one interactions.

Abstract

Developing peer relationships in school is an essential part of growing up. Many children who have little or no functional speech are provided with augmentative and alternative communication (AAC) systems such as speech synthesizers and books and charts of symbols/pictures/words. Such children face many barriers to communication and to developing peer relationships. To date there exists little understanding of the characteristics of interaction between children using AAC and their speaking peers. This paper reports findings from an analysis of interactions between 12 children with physical disabilities using AAC systems and their speaking peers in school. Analysis identifies the primary structures, functions, and modes of communication used by both partners in one-to-one conversation.