English and non-English-speaking families utilizing Augmentative and Alternative Communication (AAC) at home

The author investigated the usage of Augmentative and Alternative Communication (AAC) within the context of a sequential mixed methods research design in order to examine the relationship between home language and factors which facilitated or hindered its application in home environments. The study analyzed data from thirteen parents of school-aged children representing seven different languages spoken at home. The findings suggest that AAC use is not negatively impacted by the primary home language, despite the fact that 75% of the non-English-speaking children in the study do not have AAC solutions that support their primary language. Both English-only and non- English-only children consistently use AAC at equivalent rates. According to survey and interview participant answers, the hypothesis that AAC use for both English-only and non-English-only families will be positively influenced by increased family input and training can neither be corroborated nor refuted. Both English-only and non-English-only children of parents participating in the study consistently used AAC at equivalent rates. According to survey and interview participant answers, the hypothesis that AAC use for both English-only and non-English-only families will be positively influenced by increased family input and “training” can neither be corroborated nor refuted. Both English-only and non-English-only groups continue to benefit from access to evidence-based practices to support their child’s augmentative and alternative communication methods. Keywords: Augmentative and Alternative Communication (AAC), home language, family input, assessment, evidence-based practices.