“I Kept Questioning It in the First 6th Months”: The Process of AAC Acceptance in Parents of Children with Complex Communication Needs

Abstract

Objectives: This study, which focused on the experiences of parents of children with complex communication needs, aimed to conduct an integrated examination of the acceptance process for augmentative and alternative communication (AAC) and the factors that affected that process. Methods: One-on-one in-depth interviews were conducted with 15 parents who had come to accept AAC through the intervention experiences of their children with developmental disabilities. The collected data was then analyzed using a methodology of qualitative research known as the grounded theory approach. Results: First, 181 concepts and 56 subcategories sorted into 18 categories were extracted through open coding. Axial coding was then applied in the construction of a paradigm model and phasic process of change. During the AAC acceptance process, parents experienced the central phenomenon of ‘doubt and hesitation,’ and appeared to pass through stages of acknowledgment, confirmation, investigation, effort, and acceptance. Finally, selective coding was used to obtain the core category of ‘genuine experiences of communication between two agents, achieved through time and patience.’ Conclusion: This study confirmed that parent competency, comprising knowledge, skills, and attitudes, are crucial to the successful implementation of AAC intervention for children with complex communication needs. Practical implications for strengthening parent competencies and facilitating acceptance of AAC are discussed based on the results of the study.