It’s Your Turn: The Effects of a Caregiver Instructional Program on the Communicative Turns of Hispanic Children Using Augmentative and Alternative Communication Reading During Joint Book Reading

For years, researchers have stated that interactive book reading enhances language development. Numerous studies have shown that early readers come from homes where adults read to them regularly and where reading materials are readily available.

Current literature suggest that parents of children with complex communication needs, who require the use of augmentative and alternative communication (AAC), do not naturally provide supportive opportunities for their children to participate in book reading. Studies of joint book reading that have focused on cultural, economic and environmental differences suggest that becoming literate can mean different things in different cultures and that the types of literacy experiences provided to children make a difference in literacy development.

Pre-literacy learning interventions that are designed to teach caregivers to provide children who are Hispanic and use AAC with meaningful opportunities to communicate during book reading opportunities have not been widely documented. Therefore, this investigation will implement a single-subject, multiple baselines across subjects design study, to investigate the effects of a caregiver instructional program on the communicative turns of three Hispanic children who use AAC during preliteracy book reading activities. Specifically, caregivers will be taught to implement culturally-appropriate and evidence-based interaction strategies to increase children’s communicative participation during book reading.