Augmentative and Alternative Communication in School Contexts: A Scoping Review on the Use, Interactions and Participation.

Sammanfattning

Background: Children with complex communication needs (CCN) mainly experience difficulties expressing their wants and needs. Augmentative and Alternative Communication (AAC) remains on other types of communication forms involving aided and unaided systems. Understanding how children with CCN communicate using AAC in school settings is essential for identifying how their interactions occur and how participation is described. Aim: The aim of the study is to identify previous literature on the use of augmentative and alternative communication (AAC), interactions, and participation in elementary/primary school settings. Methods: Scoping review methodology was employed, and literature searches were conducted in three different databases: PsycINFO, Eric, and Scopus. Studies were identified using predefined search strings and following a screening process considering the established inclusion and exclusion criteria. 8 studies employing both qualitative and quantitative methods, met the inclusion criteria and were included in the review. Data across the included studies were analyzed using a narrative synthesis approach. The full study selection process was reported on the PRISMA flow diagram. Results: Findings were presented in three main domains involving the use of AAC, interactions, and participation. Primary findings regarding the use of AAC indicate that AAC systems are not always available during the entire school day. Interactions in school settings primarily occur between children using AAC and adults, whereas relatively limited interactions were identified between children using AAC and their peers. Findings related to participation remained limited; the included studies revealed little information regarding participation. Conclusion: The review highlights significant gaps in the current literature and suggests future research to conduct more studies focusing on participation outcomes of children with complex communication needs in school contexts.