title: Effects of parent instruction on the symbolic communication of children using augmentative and alternative communication during storybook reading.
abstract: OBJECTIVE
  This study investigated the effects of a communication partner instruction strategy for parents of children using augmentative and alternative communication (AAC) on the communicative turn taking of their children. Instruction was provided within storybook-reading contexts.
  
  
  METHODS
  Two single-subject multiple-probe-across-participants designs were used to evaluate the effects of parent instruction on (a) 3 European American parents and (b) 3 African American parents. Changes in turn-taking rates and the expression of different semantic concepts in children using AAC were assessed in storybook-reading activities.
  
  
  RESULTS
  All 6 parents learned to implement the communication partner interaction strategy accurately. All 6 children who used AAC increased their communicative turn taking and their language use as reflected by different semantic concepts expressed.
  
  
  CONCLUSIONS
  Results provide evidence that the communication partner instruction program applied within storybook-reading contexts holds significant promise in improving parent-child interaction patterns and facilitating communicative expression and turn taking in children who use AAC.
authors.affiliation: University of Central Florida, Orlando, USA.
authors.forename: Jennifer
authors.initials: J
authors.lastname: Kent-Walsh
authors.forename: Cathy
authors.initials: C
authors.lastname: Binger
authors.forename: Zishan
authors.initials: Z
authors.lastname: Hasham
mesh_terms: D002648:Child; D003143:Communication Devices for People with Disabilities; D003147:Communication Disorders / Q000628:therapy*; D019988:Children with Disabilities; D005260:Female; D006801:Humans; D008297:Male; D009633:Nonverbal Communication; D010287:Parent-Child Relations; D010290:Parents; D011932:Reading; D013561:Symbolism; D013663:Teaching