Augmentative and Alternative Communication in the Context of Dramatic Storytelling: A Single-Case Study of a Pre-schooler With a Cochlear Implant

Abstract

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This single-case study of a pre-schooler with a cochlear implant aimed to integrate an Augmentative and alternative communication (AAC) intervention with dramatic storytelling activities to improve Jenny’s receptive and expressive language ability and communication skills as a means to address her communication needs. The researcher developed a functional communication image-text vocabulary list of 50 items with five categories: people, social interactions, animals, colors, and frequently used verbs. The intervention was conducted during the regular school day in the corner of a regular classroom 3 days a week for 6 weeks. This study demonstrated that AAC developed during dramatic storytelling activities helped Jenny to improve the effectiveness of functional communication vocabulary learning and increase the frequency of oral language communication. Group dramatic storytelling provides opportunities for learning through peer imitation during naturally occurring activities as well as ones for intentional and systematic AAC instruction during activities.

Keywords

• pre-school inclusion
• dramatic storytelling
• AAC
• early intervention
• communication