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Effects of Parent Instruction on Communicative Turns of Latino Children Using Augmentative and Alternative Communication During Storybook Reading

^* To whom correspondence should be addressed. E-mail: lrosa{at}mail.ucf.edu.

	Abstract

Current research indicates that children who use augmentative and alternative communication (AAC) often are not given opportunities to participate in supportive early storybook-reading experiences in home environments. This investigation employed a single-subject, multiple-baseline-across-subjects design to investigate the effects of a parent instructional program on the communication of two participating Latino parents and their Latino children using AAC (ages = 6 years 8 months and 6 years 10 months). Both parents reached criterion for implementation of the targeted interaction strategy during storybook reading and evidenced generalized and maintained strategy use. In addition, both participating children demonstrated robust increases in communicative turns taken and novel semantic concepts expressed.

First published on August 21, 2008, doi:10.1177/1525740108320353

Communication Disorders Quarterly 2008;30:49.

A more recent version of this article appeared on November 1, 2008


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