Semin Speech Lang 2008; 29(2): 083-091
DOI: 10.1055/s-2008-1080754
© Thieme Medical Publishers

Augmentative and Alternative Communication for Preschool Children: Intervention Goals and Use of Technology

Katherine C. Hustad1 , 2 , Kirsten Keppner1 , 2 , Amanda Schanz1 , 2 , Alycia Berg2
  • 1Department of Communicative Disorders, University of Wisconsin-Madison, Madison, Wisconsin
  • 2Waisman Center, University of Wisconsin-Madison, Madison, Wisconsin
Further Information

Publication History

Publication Date:
21 July 2008 (online)

ABSTRACT

This study sought to describe speech-language interventions for preschool-aged children who required augmentative and alternative communication (AAC) as provided by AAC experts and by general speech-language pathologists who were not AAC experts. The study also examined the types of technology used in AAC intervention by AAC experts. A retrospective chart review was conducted in which clinic records of 38 preschool-aged children who received expert AAC services were examined. Results showed that interventions provided to the children by general speech-language pathologists (who were not AAC experts) tended to be broader in scope, focusing on reducing underlying impairments. Interventions provided by AAC experts tended to focus on improving activities and participation and were oriented toward improving functional communication. The most commonly used AAC intervention tools by AAC experts were low-tech tools and simple digitized devices.

REFERENCES

Katherine C Hustad, Ph.D. 

Waisman Center, University of Wisconsin

1500 Highland Ave., Madison, WI 53705

Email: kchustad@wisc.edu