Leitura compartilhada mediada por comunicação aumentativa e alternativa para crianças com necessidades complexas de comunicação
Shared reading mediated by augmentative and alternative communication for children with complex communication needs
DOI:
https://doi.org/10.47222/2526-3544.rbto69341Palavras-chave:
Terapia Ocupacional, Comunicação Alternativa, Acessibilidade Comunicacional, Literatura infantil, Educação InclusivaResumo
Introdução: Este estudo apresenta uma revisão integrativa da literatura sobre o uso da leitura compartilhada mediada por comunicação aumentativa e alternativa (CAA) para crianças com necessidades complexas de comunicação (NCC). Objetivo: Identificar e sintetizar as estratégias utilizadas, os recursos empregados e os efeitos dessa abordagem no desenvolvimento linguístico e comunicativo das crianças. Metodologia: Compreendeu uma busca sistemática em bases de dados científicas, com critérios de inclusão e exclusão definidos, resultando na análise de 18 estudos que abordavam o uso de livros físicos adaptados, e-books interativos e pranchas de comunicação. Resultados: Os principais achados indicaram que estratégias como modelagem, repetição e scaffolding, aliadas à personalização do vocabulário, favorecem a participação ativa e a ampliação das habilidades comunicativas. Discussão: Os estudos mostraram que a leitura compartilhada aliada à CAA representa uma estratégia eficaz para ampliar as habilidades comunicativas de crianças com NCC. Seu impacto é potencializado quando os mediadores recebem capacitação adequada e os recursos são adaptados às necessidades individuais, garantindo acessibilidade e engajamento. Conclusão: Investir na capacitação de profissionais e familiares, bem como na adaptação dos recursos às necessidades individuais, é essencial para potencializar os benefícios dessa prática e garantir uma experiência inclusiva e eficaz para as crianças com NCC.
Abstract:
Introduction: This study presents an integrative literature review on the use of shared reading mediated by Augmentative and Alternative Communication (AAC) for children with Complex Communication Needs (CCN). Objective: To identify and synthesize the strategies used, the resources employed, and the effects of this approach on children's linguistic and communicative development. Methodology: A systematic search was conducted in scientific databases, with defined inclusion and exclusion criteria, resulting in the analysis of 18 studies that examined the use of adapted physical books, interactive e-books, and communication boards. Results: The main findings indicated that strategies such as modeling, repetition, and scaffolding, combined with vocabulary personalization, promote active participation and the expansion of communicative skills. Discussion: Studies showed that shared reading combined with AAC represents an effective strategy to enhance the communicative skills of children with CCN. Its impact is maximized when mediators receive adequate training and resources are adapted to individual needs, ensuring accessibility and engagement. Conclusion: Despite its potential, investing in the training of professionals and families, as well as adapting resources to individual needs, is essential to enhance the benefits of this practice and ensure an inclusive and effective experience for children with CCN.
Keywords: Occupational Therapy. Augmentative and Alternative Communication. Accessible Communication. Children’s Literature. Inclusive Education.
Resumen:
Introducción: Este estudio presenta una revisión integradora de la literatura sobre el uso de la lectura compartida mediada por Comunicación Aumentativa y Alternativa (CAA) para niños con Necesidades Complejas de Comunicación (NCC). Objetivo: Identificar y sintetizar las estrategias utilizadas, los recursos empleados y los efectos de este enfoque en el desarrollo lingüístico y comunicativo de los niños. Metodología: Se realizó una búsqueda sistemática en bases de datos científicas, con criterios de inclusión y exclusión definidos, lo que resultó en el análisis de 18 estudios que abordaron el uso de libros físicos adaptados, libros electrónicos interactivos y tableros de comunicación. Resultados: Los principales hallazgos indicaron que estrategias como el modelado, la repetición y el andamiaje, combinadas con la personalización del vocabulario, favorecen la participación activa y la ampliación de las habilidades comunicativas. Discusión: Los estudios mostraron que la lectura compartida junto con la CAA representa una estrategia eficaz para mejorar las habilidades comunicativas de los niños con NCC. Su impacto se maximiza cuando los mediadores reciben una formación adecuada y los recursos se adaptan a las necesidades individuales, garantizando accesibilidad y compromiso. Conclusión: Apesar de su potencial, invertir en la formación de profesionales y familias, así como en la adaptación de los recursos a las necesidades individuales, es esencial para potenciar los beneficios de esta práctica y garantizar una experiencia inclusiva y eficaz para los niños con NCC.
Palabras-clave: Terapia Ocupacional. Comunicación Aumentativa y Alternativa. Comunicación Accesible. Literatura Infantil. Educación Inclusiva.
Downloads
Referências
Abendroth, K. J., Oxley, J. D., & Hays, K. M. (2021). Book sharing with AAC over telepractice: A tutorial. Quarterly Communication Disorders Advance online publication. https://doi.org/10.1177/15257401211024539
Bardin, L. (2011). Análise de conteúdo. Edições 70.
Bhana, N., McNaughton, D., Raulston, T., & Ousley, C. (2020). Supporting communication and participation in shared storybook reading using visual scene displays. Teaching Exceptional Children, Advance online publication. https://doi.org/10.1177/0040059920918609
Bayldon, H., Clendon, S., & Doell, E. (2023). Shared storybook intervention for children with complex physical, cognitive and sensory needs who use partner-assisted scanning. International Journal of Disability, Development and Education, 70(5), 751–768. https://doi.org/10.1080/1034912X.2021.1913719
Caron, J., Light, J., & McNaughton, D. (2020). Effects of an AAC app with transition to literacy features on single-word reading of individuals with complex communication needs. Research and Practice for Persons with Severe Disabilities, 45(2), 115–131. https://doi.org/10.1177/1540796920911152
Chapin, S. E., McNaughton, D., Light, J., McCoy, A., Caron, J., & Lee, D. L. (2021). The effects of AAC video visual scene display technology on the communicative turns of preschoolers with autism spectrum disorder. Assistive Technology. Advance online publication. https://doi.org/10.1080/10400435.2021.1893235
Da Fonte, M. A., Pufpaff, L. A., & Taber-Doughty, T. (2010). Vocabulary use during storybook reading: Implications for children with augmentative and alternative communication needs. Psychology in the Schools, 47(5), 515–528. https://doi.org/10.1002/pits.20487
D’Agostino, S. R., Dueñas, A. D., & Plavnick, J. B. (2018). Increasing social initiations during shared book reading: An intervention for preschoolers with autism spectrum disorder. Topics in Early Childhood Special Education, 39(4), 213–225. https://doi.org/10.1177/0271121418816422
Dennis, L., Eldridge, J., Hammons, N. C., Robbins, A., & Wade, T. (2023). The effects of practice-based coaching on paraprofessional implementation of shared book reading strategies. Preventing School Failure: Alternative Education for Children and Youth, 68(1), 70–80. https://doi.org/10.1080/1045988X.2022.2161458
Drager, K. D. R., Light, J., Currall, J., Muttiah, N., Smith, V., Kreis, D., Nilam-Hall, A., Parratt, D., Schuessler, K., Shermetta, K., & Wiscount, J. (2017). AAC technologies with visual scene displays and “just in time” programming and symbolic communication turns expressed by students with severe disability. Journal of Intellectual & Developmental Disability. https://doi.org/10.3109/13668250.2017.1326585
Johnston, S. S., O’Keeffe, B. V., & Stokes, K. (2018). Early literacy and students with physical disabilities and complex communication needs. Teaching Exceptional Children, 51(2), 91–99. https://doi.org/10.1177/0040059918802808
Laubscher, E., Light, J., & McNaughton, D. (2019). Effect of an application with video visual scene displays on communication during play: Pilot study of a child with autism spectrum disorder and a peer. Augmentative and Alternative Communication. https://doi.org/10.1080/07434618.2019.1699160
Liboiron, N., & Soto, G. (2006). Shared storybook reading with a student who uses alternative and augmentative communication: A description of scaffolding practices. Child Language Teaching and Therapy, 22(1), 69–95. https://doi.org/10.1191/0265659006ct298oa
Light, J., & McNaughton, D. (2019). Enhancing communication for individuals with complex communication needs. Augmentative and Alternative Communication, 35(1), 1–12. https://doi.org/10.1080/07434618.2018.1557251
Manoharan, A., Jose, J., & Saji, S. (2022). Teaching alphabet recognition and letter sound correspondence using a 4 blocks of literacy model for children with complex communication needs (CCN): Illustrated with a single case study. International Journal of Health Sciences and Research, 12(1), 99–104. https://doi.org/10.52403/ijhsr.20220114
Milburn, T. F., Girolametto, L., Weitzman, E., & Greenberg, J. (2013). Enhancing preschool educators’ ability to facilitate conversations during shared book reading. Journal of Early Childhood Literacy, 14(1), 105–140. https://doi.org/10.1177/1468798413478261
Morwane, R. E., Dada, S., & Bornman, J. (2019). Shared storybook reading interactions between children with complex communication needs and their caregivers. South African Journal of Education, 39(2), Article 1695. https://doi.org/10.15700/saje.v39n2a1695
Murphy, K. A., Pentimonti, J. M., & Chow, J. C. (2022). Supporting children’s language and literacy through collaborative shared book reading. Intervention in School and Clinic, Advance online publication. https://doi.org/10.1177/10534512221081218
Patenaude, D., McNaughton, D., & Liang, Z. (2024). Using visual scene displays with young children: An evidence-based practice synthesis. Journal of Special Education Technology, Advance online publication. https://doi.org/10.1177/01626434241263061
Pentimonti, J. M., & Justice, L. M. (2009). Teachers’ use of scaffolding strategies during read-alouds in the preschool classroom. Early Childhood Education Journal, 37(3), 241–248. https://doi.org/10.1007/s10643-009-0348-6
Pufpaff, L. A. (2008). Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs. Psychology in the Schools, 45(7), 583–599. https://doi.org/10.1002/pits.20311
Queiroz, L. R., Guevara, V. L. S., Souza, C. B. A., & Flores, E. P. (2020). Dialogic reading: Effects on independent vocal responses, vocal and non-vocal initiations, and engagement of children with autism spectrum disorder. International Journal of Psychology and Psychological Therapy, 20(1), 47–59. https://doi.org/10.31234/osf.io/pkdzh
Rodrigues, V., Borges, L., Nascimento, M. C., & Almeida, M. A. (2016). O uso da comunicação suplementar e alternativa como recurso para a interpretação de livros de literatura infantil. Revista CEFAC, 18(3), 703–713. https://doi.org/10.1590/1982-0216201618313615
Rosa-Lugo, L. I., & Kent-Walsh, J. (2008). Effects of parent instruction on communicative turns of Latino children using augmentative and alternative communication during storybook reading. Communication Disorders Quarterly, 29(1), 49–61. https://doi.org/10.1177/1525740108320353
Sennott, S. C., & Mason, L. H. (2015). AAC modeling with the iPad during shared storybook reading: Pilot study. Communication Disorders Quarterly, 36(4), 1–13. https://doi.org/10.1177/1525740115601643
Soto, G., & Dukhovny, E. (2008). The effect of shared book reading on the acquisition of expressive vocabulary of a 7-year-old who uses AAC. Seminars in Speech and Language, 29(2), 133–145. https://doi.org/10.1055/s-2008-1079127
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, Trans.). Harvard University Press.
Waller, A. (2019). Telling tales: Unlocking the potential of AAC technologies. International Journal of Language & Communication Disorders, 54(2), 159–169. https://doi.org/10.1111/1460-6984.12449
Wence, B., Lorio, C., & Yacucci, A. (2024). Shared book reading experiences for young children who use augmentative and alternative communication systems. Perspectives of the ASHA Special Interest Groups, 9(4), 1102–1111. https://doi.org/10.1044/2024_PERSP-23-00230
Yorke, A. M., Light, J. C., Gosnell Caron, J., McNaughton, D. B., & Drager, K. D. R. (2018). The effects of explicit instruction in academic vocabulary during shared book reading on the receptive vocabulary of children with complex communication needs. Augmentative and Alternative Communication, 34(4), 288–300. https://doi.org/10.1080/07434618.2018.1506823
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2026 Revista Interinstitucional Brasileira de Terapia Ocupacional - REVISBRATO
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Declaração e Transferência de Direitos Autorais
O periódico REVISBRATO -- Revista interinstitucional Brasileira de Terapia Ocupacional é publicado conforme o modelo de Acesso Aberto e optante dos termos da licença Creative Commons BY (esta licença permite a distribuição, remixe, adaptação e criação a partir da obra, mesmo para fins comerciais, desde que os devidos créditos sejam dados aos autores e autoras da obra, assim como da revista. Mais detalhes disponíveis no site http://creativecommons.org/licenses/by/3.0/).
No momento da submissão do manuscrito os autores deverão encaminhar, nos documentos suplementares a Declaração de responsabilidade, conflito de interesse e transferência de direitos autorais, segundo modelo disponivel na página "Instruções aos autores"
- Uso de imagens e discursos
Quando um autor submeter imagens para capa, que não correspondam a pesquisas em formato de artigo e que não tenham obrigatoriedade de autorização de Comitê de Ética, assim imagens presentes em outras seções, deverá ser anexado o TERMO DE CESSÃO DE DIREITO DE USO DA IMAGEM E DE DISCURSO (disponível modelo na página "Instruções aos autores"). Somente é necessário que o autor principal assine o termo e o descreva conforme o modelo abaixo em word.
