Promoting Interaction with Children using Augmentative Communication through a Peer‐directed Intervention

Abstract

One factor that is critical to the successful integration of children using augmentative and alternative communication (AAC) systems is establishing interaction with peers. AAC systems have the potential to increase the opportunities for interaction, but successful social interaction is dependent on a range of factors including the communicative knowledge, skills, and attitudes of partners. The present study attempted to increase the quantity of social interaction in classroom settings between children (aged 5 to 9 years) using AAC systems and their peers. A multifaceted intervention was directed at communicative partners, and most particularly, peers. The study was 15 weeks in duration and utilised a multiple baseline across subjects design. The study demonstrated the effectiveness of an intervention to increase social interaction.