Efficacy of AAC for Functional Communication
Condition: Learning Disabilities; Cerebral Palsy; Down Syndrome
MeSH terms: Cerebral Palsy; Down Syndrome; Learning Disabilities
Study type: Interventional

Summary: 
      There is a considerable number children who are unable to speak, and our currently not being
      provided with any AAC options in their therapeutic facilities. The study aims to identify the
      current practice being employed with these children and then provide an AAC intervention for
      choice making with in group activities in the existing system, where the child is enrolled.
      Currently there is no indigenous evidence of AAC being employed effectively with these
      children. A pre- assessment will be carried out to establish the level of communication of
      the children. Intervention will be provided in a group for 6 weeks, three days a week, as
      these children already attend these groups.
    

Detailed description: 
      The study is a novel approach to intervention in Pakistan. There are currently no such
      studies conducted on intervention using AAC use in Pakistan. The objective of the the study
      are as follows

        1. To compare establish current practices with AAC for choice making in group activities.

        2. To determine the frequency of choice making in structured group activities.

      Hypothesis:

      Null Hypothesis:

      The use of augmentative alternative communication does not increase functional communication
      in group activities.

      Alternative Hypothesis:

      The use of augmentative alternative communication increases functional communication in group
      activities.

      Study Setting: Step to Learn School

      Assessment: An assessment will be carried out using the online Communication Matrix to
      establish baseline communication skills of all the children. The children will also be
      assessed informally for their current means of communication in existing group activity at
      baseline, mid level (3 weeks) and at the end of the study (6 weeks).

      Intervention: Intervention will (3 days a week for 6 weeks) be provided through objects,
      picture cards placed on a choice board. The choice will be given for Rhymes, Individual
      Rhymes & Sensory objects. Auditory, visual and tactile prompts will be provided.
    

Intervention name(s): Rhymes; Individual Items in Rhymes; Objects
Intervention type(s): Other; Other; Other
Intervention description(s): Participants will be provided with a choice of 3 Nursery rhymes (Wheels on the bus, Old McDonald and Twinkle Twinkle Little Star) Objects pertaining to the 3 rhymes will be placed on a board Children will be given prompts as per their need and will be marked on the type of prompt given.
These children will transit to pictures and Makaton symbols, if they are able to make choices using objects.; Participants will be provided with a choice of 3 pictures within the initial choice making of the 2 Nursery rhymes (Wheels on the bus and Old McDonald ) Wheels on the Bus will include - mama/wipers/horn McDonalds - cow/dog/cat Objects pertaining to the 3 rhymes will be placed on a board Children will be given prompts as per their need and will be marked on the type of prompt given.
These children will transit to pictures and Makaton symbols, if they are able to make choices using objects.; Participants will be provided with 2,3 and 4 sensory objects. Participants will opt for an object by making a choice between these objects, if this is achieved then the child will be moved to picture level and symbol.
Intervention model: Single Group Assignment
Intervention model description: Pre-post experimental study
Masking: None (Open Label)
Primary purpose: Treatment
Keywords: AAC; Functional Communication; Group intervention