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ERIC Number: EJ1473292
Record Type: Journal
Publication Date: 2025-Jun
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2195-7177
EISSN: EISSN-2195-7185
Available Date: 2023-07-28
Caregiver-Implemented AAC Interventions for Children with Intellectual or Developmental Disabilities: A Systematic Review
Marianne Elmquist1; Becky Crowe2; Sanikan Wattanawongwan3; Joe Reichle4; Lauren Pierson5; Jessica Simacek6; Ee Rea Hong7; Ching-Yi Liao8; J. Birdie Ganz3
Review Journal of Autism and Developmental Disorders, v12 n2 p290-310 2025
Many children with intellectual and/or developmental disabilities benefit from augmentative and alternative communication strategies (AAC) to increase their communicative competency. Furthermore, caregiver-implemented AAC interventions are an effective and efficient strategy to improve communication outcomes. We reviewed the caregiver-implemented AAC intervention literature to assess child and caregiver characteristics, what kind of interventions caregivers were taught, how caregivers were trained, and how studies evaluated caregiver implementation. We found that families from marginalized backgrounds were underrepresented. Most studies used functional behavioral interventions and various teaching strategies, and few included caregiver-dependent variables. We discuss our results in the context of improving future caregiver-implemented AAC interventions and, in turn, child communication outcomes.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Related Records: ED630898
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A180110; T32HD007489; U54HD090256
Department of Education Funded: Yes
Author Affiliations: 1University of Wisconsin-Madison, Waisman Center, Madison, USA; 2University of Oregon, Department of Special Education, Eugene, USA; 3Texas A&M University, Department of Educational Psychology, Texas, USA; 4University of Minnesota, Department of Speech-Language-Hearing Sciences, Minneapolis, USA; 5Tarleton State University, Department of Social Work and Communication Disorders, Fort Worth, USA; 6University of Minnesota, Masonic Institute for the Developing Brain, Minneapolis, USA; 7C2C ABA, Cheonan, Republic of Korea; 8National Taiwan Normal University, Department of Special Education, Social Emotional Education and Development Center, Taipei, Taiwan