The Effects of Parent Education on Perceptions of Augmentative and Alternative Communication

Abstract

Objectives: Parents’ incomplete knowledge of AAC is apt to make them believe in misconceptions about AAC, which hinders them from having the appropriate interventions for their children. Considering the fact that parents’ perception of AAC has a large impact on AAC intervention, this study aims to examine the effects of parent education on the perception of AAC. Methods: Twenty-five mothers of children with complex communication needs participated in the study. Parent Education is designed as a 40-minute program consisting of (1) introduction to AAC, (2) exploring AAC systems, (3) developing linguistic competence using AAC, (4) tips for using AAC at home, and (5) policies and financial support. Extra time for question-and-answers was provided to each participant. To measure the effect of parent education on parents’ AAC perception and the relationship of participants’ change in perception with their satisfaction with the education program, two types of survey questionnaires were developed. Results: The repeated measured ANCOVA showed that the difference between the total scores of pre-and post-surveys was significant. The Spearman’s rho was .443, indicating a moderate positive correlation between the degree of satisfaction and the change in AAC perception. Conclusion: This study showed that parent education had a positive effect on parents’ perceptions of AAC overall. In particular, there was a significant change of opinion in the misconception that children must have intact cognitive skills to use speech-generating devices, the idea which showed the lowest scores in the pre-survey. It seems that the education program which focused on correcting misconceptions about AAC and providing relevant information and opportunities to use AAC devices helped to lead to these positive effects.