Accessible Literature and Augmentative and Alternative Communication: specialist evaluation of a multiformat book

Abstract

Introduction: Children with complex communication needs (CCN) often face barriers to participating in shared reading activities. Accessible books with Augmentative and Alternative Communication (AAC) resources can enhance their engagement and language development. Objective: To evaluate the perceptions of AAC specialists regarding a prototype of a multiformat book developed for children with CCN. Methodology: This descriptive, exploratory, mixed-methods study involved 57 specialists in speech-language pathology, occupational therapy, and education. Participants completed an online questionnaire containing items assessed using a 5-point unipolar Likert scale, as well as open-ended questions. Quantitative data were analyzed using descriptive statistics, Student’s T-test, and Pearson’s correlation. Qualitative analysis followed thematic categorization of responses. Results: The material was widely accepted, with mean scores ranging from 4.71 to 4.92 for the evaluated items, particularly narrative clarity, functionality of communication boards, and symbol-text correspondence. Qualitative findings identified textual clarity, child engagement, and participation as central themes. Approximately half of the specialists suggested visual adjustments and increased diversity in characters. The convergence between quantitative and qualitative findings reinforces the book’s potential as a functional and inclusive resource, highlighting the role of occupational therapy and expertise in assistive technology in developing accessible narratives contextualized to children’s daily lives. Conclusion: The multiformat book emerges as an innovative and accessible resource, fostering participation, inclusion, and language development for children with CCN, and stands out for its integration of theory and practice in AAC.