Abstract
Considering that the use of Augmentative and Alternative Communication Systems (AACS) has been recommended for children who are severely impaired in their development of communicative abilities, it may be assumed that caregivers' attitudes toward AACS would be driven by children's degree of cognitive and linguistic impairments. To verify this, 40 dyads of children with cerebral palsy and their primary caregivers participated in this study evaluating children's degree of cognitive and linguistic impairments through the use of Battelle's questionnaire, and the caregivers' attitudes toward AACS by means of a Likert scale containing 15 items. Results showed that the provider's most negative attitudes toward the use of AACS were found among those caring for children with the most severe impairments.
Highlights
Recommended practices support family participation on interdisciplinary teams for Augmentative and Alternative Communication Systems (AACS) to build consensus and make decisions (BEUKELMAN; MIRENDA, 1992; MCNAUGHTON, 1990; WARRICK, 1988)
According to Berry (1987), family members often play an essential role in the transfer of information about technology, interaction styles, and other components of the children’s AACS programs throughout the children’s educational progress
AACS are appropriate to be used by children with communication difficulties commonly associated with Cerebral Palsy (CP), such as difficulties in sending or receiving messages
Summary
Recommended practices support family participation on interdisciplinary teams for Augmentative and Alternative Communication Systems (AACS) to build consensus and make decisions (BEUKELMAN; MIRENDA, 1992; MCNAUGHTON, 1990; WARRICK, 1988). Parents are often asked to share or to accept responsibility for the promotion of their children's linguistic, social, operational, and strategic competence (BEUKELMAN, 1991; LIGHT et al, 1988). Parents are required to accept responsibility for their children’s technical skills in operating the communication systems (operational competence) and compensatory skills to. Education maintain effective communication beyond the communication systems’ limitations (strategic competence). According to Berry (1987), family members often play an essential role in the transfer of information about technology, interaction styles, and other components of the children’s AACS programs throughout the children’s educational progress
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