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Implementing AAC with children with profound and multiple learning disabilities: a study in rationale underpinning intervention
Author(s) -
Harding Celia,
Lindsay Gemma,
O'Brien Aoife,
Dipper Lucy,
Wright Julie
Publication year - 2011
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/j.1471-3802.2010.01184.x
Subject(s) - augmentative and alternative communication , underpinning , intervention (counseling) , psychology , learning disability , multiple disabilities , inclusion (mineral) , cognition , intellectual disability , challenging behaviour , cognitive disabilities , response to intervention , gesture , developmental psychology , medical education , computer science , social psychology , medicine , civil engineering , neuroscience , psychiatry , engineering , computer vision
There is a developing research base to support the rationale underpinning augmentative and alternative communication (AAC) for people with learning disabilities. However, there is a paucity of research examining the process involved in implementing AAC support for people who have profound disabilities. This paper seeks to explore the processes involved in planning and implementing AAC systems to support the communication of two 6 year olds with profound and multiple learning disabilities. Following assessment, a plan of intervention involving specific implementation of objects of reference, gestures and signs was implemented to enhance communication opportunities for both children. Both children improved their communication skills through use of specific AAC supports. Results suggest that important aspects to include when planning intervention are understanding the level of each child's cognition in relation to their receptive abilities and a consistent, collaborative approach where strategies are agreed between team members. Specific challenges are discussed.