Promising Strategies for Teaching Augmentative and Alternative Communication in Inclusive Educational Settings: A Systematic Review.

IF 2.2 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Language Speech and Hearing Services in Schools Pub Date : 2023-10-02 Epub Date: 2023-08-28 DOI:10.1044/2023_LSHSS-22-00178
Jane O'Regan Kleinert, Jaqueline F Kearns, Judith L Page, Harold L Kleinert
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Abstract

Purpose: The purpose of this article was to conduct a systematic review of the literature on teaching or increasing the use of augmentative and alternative communication (AAC) by students with significant intellectual disabilities and complex communication needs (CCNs) within inclusive school settings.

Method: A systematic review of research literature from 1998 to 2022 was completed using multiple electronic databases, as well as citation chaining and cited author reference searches. Three hundred two articles were located with 17 meeting criteria for inclusion in this systematic review. Articles were initially screened by one author for potential inclusion; the remaining 83 were coded by one author and reviewed for consensus by three authors for inclusion in this review. Articles were analyzed and rated regarding both level of research design and quality of methodology.

Results: All studies reported positive outcomes, with students with significant intellectual disabilities and CCN, of AAC intervention implemented in an inclusive setting. Fourteen over 17 studies were single-case designs with an average rating of 76% on the Single-Case Experimental Design measure of methodological quality. Less than half of the studies assessed generalization of subject learning. Review of interventions used in the studies, however, revealed the majority of studies utilized packages of interventions, making it difficult to determine the effectiveness of individual approaches.

Conclusions: This systematic review indicates there are promising interventions within inclusive settings for improved use of AAC by students with significant intellectual disabilities and CCN. Further research is needed, however, to obtain more data on generalization of student gains as well as to determine which specific interventions might be the most successful for this population of students in inclusive settings.

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在包容性教育环境中教授增强和替代沟通的有前途的策略:系统综述。
目的:本文的目的是对关于在包容性学校环境中教授或增加有严重智力残疾和复杂沟通需求的学生使用辅助和替代沟通(AAC)的文献进行系统回顾。方法:使用多个电子数据库,以及引文链接和引用作者参考文献搜索,对1998年至2022年的研究文献进行系统综述。302篇文章中有17篇符合纳入本系统综述的标准。文章最初由一位作者进行筛选,以备纳入;其余83篇由一位作者编码,并由三位作者进行审查以达成共识,纳入本综述。文章从研究设计水平和方法质量两个方面进行了分析和评级。结果:所有研究都报告了在包容性环境中实施AAC干预的积极结果,其中有严重智力残疾和CCN的学生。17项研究中有14项是单病例设计,在方法学质量的单病例实验设计测量中的平均评分为76%。不到一半的研究评估了学科学习的泛化能力。然而,对研究中使用的干预措施的审查显示,大多数研究都使用了一揽子干预措施,因此很难确定个别方法的有效性。结论:这项系统综述表明,在包容性环境中,有很好的干预措施来改善患有严重智力残疾和CCN的学生对AAC的使用。然而,还需要进一步的研究,以获得更多关于学生成绩概括的数据,并确定在包容性环境中,哪些具体干预措施可能对这部分学生最成功。
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来源期刊
Language Speech and Hearing Services in Schools
Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language
CiteScore
4.40
自引率
12.50%
发文量
165
期刊介绍: Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.
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