Latino parent perspectives, decision-making process, and education on augmentative alternative communication (AAC)

The use of augmentative and alternative communication (AAC) is widely supported in the research literature to facilitate receptive language, expressive language, and communication skills of very young children with severe speech impairments resulting in unintelligible or minimal speech production (Branson & Demchak, 2009). Despite these findings, many very young children who could benefit from AAC strategies are not receiving AAC intervention as a result of hesitancies on the part of caregivers and/or professionals (Smith et al. 2016). The purpose of this investigation was to explore Latino caregivers perceptions of AAC, and what education and training are needed to facilitate acceptance of AAC intervention. Eight Latina mothers were interviewed regarding their perceptions of early intervention and Alternative and Augmentative Communication (AAC). Through a phenomenological process the interviews were coded and analyzed for identifiable themes. Six themes were culled: Parental Lack of knowledge in El and AAC services, Parents are Passive Contributors to Services, Decision-Making is a Matriarchal Process, Professionals are Parents Primary Informants, Parents have Minimal AAC Training, and Parents are Open to AAC training.