Chapter 1
Introduction
Augmentative and Alternative Communication (AAC) interventions refer to strategies and
technologies designed to support individuals with reduced communication abilities (Light,
1989; American Speech-Language-Hearing Association [ASHA], 1991). These interventions
may serve temporary or permanent needs and cater to three primary groups identified by von
Tetzchner and Martinsen (1992):
(a) individuals who comprehend spoken language but struggle with expression,
(b) those requiring support for understanding and expressing language, and
(c) individuals relying on AAC as a lifelong mode of communication. AAC encompasses a
spectrum of tools, from natural gestures and manual signs to advanced speech-generating
devices.
Infants and toddlers with developmental delays may belong to any of these groups. Early
AAC use is vital due to the significant role of early experiences in brain development during
the first three years of life (National Scientific Council on the Developing Child, 2007).
Interactions between children and caregivers are crucial for developmental foundations
(Sameroff & Fiese, 2000), but communication challenges can hinder these interactions. AAC
can help children develop intentional communication behaviors, making them more
recognizable to caregivers, who can then provide appropriate responses and reinforcement.
Language development is a critical component of a child's cognitive and social growth, and
children with hearing impairments often face significant challenges in acquiring effective
communication skills. Augmentative and Alternative Communication (AAC) systems offer
promising interventions to support the language development of hearing-impaired children.
By providing tools and strategies to facilitate both receptive and expressive communication,
AAC empowers children to overcome barriers posed by hearing impairments, fostering their
linguistic and social participation (Beukelman & Light, 2020).
AAC serves as an essential intervention by providing alternative means for these children to
develop language skills and effectively communicate. The integration of AAC tools—ranging
from gestures and manual signs to advanced speech-generating devices—offers diverse
solutions tailored to the needs of hearing-impaired children, ensuring access to language and
interaction opportunities (von Tetzchner & Martinsen, 1992).
1.1 Significance of the Study
Hearing impairment can significantly delay language acquisition, impacting a child's
educational performance and social interactions. The integration of AAC as a supportive tool
can mitigate these challenges by offering alternative pathways for language expression and
comprehension. Understanding the role of AAC in language development is crucial for
educators, speech-language pathologists, and caregivers to design effective interventions and
promote inclusivity (von Tetzchner & Martinsen, 1992).
The significance of this study lies in understanding how AAC systems contribute to
overcoming barriers to language development in hearing-impaired children. As language is
crucial for academic, social, and emotional success, early and effective intervention through
AAC can have long-term positive outcomes. By exploring the role of AAC, this study
highlights its potential to empower hearing-impaired children to participate fully in their
educational and social environments.
1.2 Aim and Objectives
1.2.1 Aim of the Study
This study aims to examine the effectiveness of AAC systems in facilitating language
development in hearing-impaired children. It seeks to identify how various AAC strategies
impact the acquisition of vocabulary, syntax, and pragmatic language skills, and how these
systems promote meaningful communication.
1.2.2 Objectives of the Study
The specific objectives of the study include:
1. To evaluate the impact of AAC on vocabulary acquisition and sentence formation in
hearing-impaired children.
2. To analyze the role of different AAC systems (unaided and aided) in enhancing
communicative competence.
3. To assess the effectiveness of AAC interventions in improving social interaction and
participation in educational settings.
1.3 Research Questions
This study is guided by the following research questions:
1.3.1 Primary Research Question:
How does the use of AAC influence language development in hearing-impaired
children?
1.3.2 Secondary Research Questions:
1. What are the most effective AAC strategies for improving expressive language skills
in hearing-impaired children?
2. How does AAC contribute to the development of receptive language skills?
3. What factors affect the successful implementation of AAC systems in educational and
home settings?
By addressing these questions, this research aims to contribute to the understanding of AAC's
role in supporting hearing-impaired children and inform best practices for its application.
1.4 Chapter Distribution
Chapter 1: Introduction
Chapter: Theoretical background
Chapter 3: Literature review
Chapter 4: Methodology
Chapter5: Data analysis and Result
Chapter 6: Discussion
Chapter 7: Conclusion and recommendation
