KAAYA: A Wearable AAC Device for Enhancing Daily Communication of Learners with Mild Intellectual Disabilities

Divannia Shayna Rahmaellery Putri Mosvita; Guchy Falya Maharani; Oom Sitti Homdijah; Riksma Nurahmi Rinalti Akhlan

doi:10.51276/edu.v7i1.1518

Authors

Divannia Shayna Rahmaellery Putri Mosvita Universitas Pendidikan Indonesia
Guchy Falya Maharani Universitas Pendidikan Indonesia
Oom Sitti Homdijah Universitas Pendidikan Indonesia
Riksma Nurahmi Rinalti Akhlan Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.51276/edu.v7i1.1518

Keywords:

Alternative communication , Assistive technology , Augmentative Communication Development , Communication , Mild Intellectual Disability

Abstract

This study developed and evaluated KAAYA, a low-tech wearable augmentative and alternative communication device to improve functional and expressive communication in a child with mild intellectual disability. A mixed methods design integrated quantitative and qualitative data. One eight-year-old participant with adequate receptive language but limited expressive skills received the intervention. Data sources included structured classroom observations, a receptive and expressive communication rubric, pretest and posttest assessments, and interviews with teachers and parents. The pretest total score was nine, indicating reliance on nonverbal gestures and difficulty expressing basic needs. After three weeks, the posttest rose to twenty-four,24, and the child used KAAYA buttons to request food, toileting, and play. Session-by-session observations and PND indicated progressive gains during intervention. Qualitative data showed reduced miscommunication, greater independence, and improved social participation at school and home. Results suggest that KAAYA is an effective, practical, and context-appropriate low-tech wearable AAC device for supporting functional communication and social participation in children with mild intellectual disabilities across structured educational settings and daily routines.

Downloads

Download data is not yet available.

Author Biographies

Divannia Shayna Rahmaellery Putri Mosvita, Universitas Pendidikan Indonesia

Was born in Jakarta on May 30, 2001. After completing her elementary and junior high education at Taruna Bakti and graduating from SMA Negeri 1 Bandung, she studied Environmental Engineering at ITENAS for one year before transferring to Universitas Pendidikan Indonesia to major in Special Education, where she graduated in 2024. She is currently pursuing a master’s degree in Special Education at UPI.

Guchy Falya Maharani, Universitas Pendidikan Indonesia

She is an academic and education practitioner specializing in special education. She earned her bachelor’s degree in Special Education, with a focus on Deaf Education, from Universitas Pendidikan Indonesia and is currently pursuing a master’s degree in the same field. Her work focuses on inclusive and adaptive learning, research, and the development of individualized programs for learners with special needs.

Oom Sitti Homdijah, Universitas Pendidikan Indonesia

She is a lecturer in the Special Education Study Program, Faculty of Educational Sciences, Universitas Pendidikan Indonesia. Her expertise focuses on special needs education, particularly vocational skill development, independence, and educational services for students with intellectual disabilities and those with emotional and behavioral disorders. She is actively engaged in teaching, research, scholarly publications, and student supervision, with an emphasis on practical and needs-oriented instructional programs.

Riksma Nurahmi Rinalti Akhlan, Universitas Pendidikan Indonesia

She is an academic in special education and currently serves as the Head of the Special Education Study Program at Universitas Pendidikan Indonesia. Her professional and research interests focus on inclusive education, adaptive learning strategies, and the development of effective educational programs for learners with diverse learning needs. She is actively engaged in teaching, research, scholarly publications, academic leadership, and student supervision.

References

Aisy, N. R., Nurkholifah, D. R., Nurfadilah, A., Homdijah, O. S., & Akhlan, R. N. (2024). J-NEEDS: Komunikasi Alternatif dan Augmentatif bagi Multiple Disabilities. JIIP (Jurnal Ilmiah Ilmu Pendidikan), 8012-8017.

Alfazri, M. R., Probowati, I., & Sari, H. P. (2024). Konsep Pendidikan Dalam Perspektif Filsafat Islam Menurut Pemikiran Al Farabi dan Relevansinya di Era Modern. Reflection: Islamic Educational Journal, 140-153.

Arifin, H. (2003). Kapita Selekta Pendidikan Islam. Jakarta: PT Bumi Aksara.

Asniyati. (2022). Manajemen Peningkatan Mutu Pendidikan Berbasis Sekolah. Jurnal Bina Ilmu Cendekia, 153-165.

Biggs, E. E., Carter, E. W., & Gustafson, J. (2017). Efficacy of Peer Support Arrangements to Increase Peer Interaction and AAC Use. American Journal on Intellectual and Developmental Disabilities, 122(1), 25-48. https://doi.org/10.1352/1944-7558-122.1.25

Carnett, A., Neely, L., & Holloway, K. (2025). A Multi-Phase Assessment for Selecting an Augmentative and Alternative Communication Modality. European Journal of Behaviour Analysis, 122-150. https://doi.org/10.1080/15021149.2025.2537989

Dewi, N. H., Assjari, M., & Tjasmini, M. (2019). Penggunaan Sistem Komunikasi Alternatif I-Talk untuk Meningkatkan Komunikasi Siswa Cerebral Palsy. JASSI Anakku, 31-43. https://doi.org/10.17509/jassi.v20i1.21940

Elmquist, M., Crowe, B., & Wattanawongwan, S. (2023). Caregiver-Implemented AAC Intervention for Children with Intellectual Developmental Disabilities: A Systematic Review. Review Journal of Autism and Developmental Disorders, 290-310. https://doi.org/10.1007/s40489-023-00394-2

Fitriani, N. H., Assjari, M., & Tjasmini, M. (2019). Penggunaan Sistem Komunikasi Alternatif I-Talk untuk Meningkatkan Keterampilan Komunikasi Siswa Cerebral Palsy. JASSI_anakku Volume 20 Nomor 2, 31-43. https://doi.org/10.17509/jassi.v20i1.21940

Husadani, R., & Wiliyanto, D. A. (2023). Kebutuhan Komunikasi Augmentatif Alternatif untuk Membantu Komunikasi Peserta Didik Autis di Sekolah Inklusi Kota Surakarta. Jurnal Basicedu, 3486-3493. https://doi.org/10.31004/basicedu.v7i5.6049

Khabibullah, M., Alimin, & Sholahuddin, G. I. (2024). Tahapan dan Langkah-Langkah Penerapan Mixed Method Research (MMR) dalam Penelitian Pendidikan. QOMARUNA Journal of Multidisiplinary Studies, 02(01), 69-86.

Logan, K., Iacono, T., & Trembath, D. (2017). A Systematic Review of Research into Aided AAC to Increase Social-Communication Functions in Children with Autism Spectrum Disorder. Augmentative and Alternative Communication, 33(1), 51-64. https://doi.org/10.1080/07434618.2016.1267795

Phytanza, D. T., Nur, R. A., Hasyim, Mappaompo, M. A., Rahmi, S., Oualeng, A., Silaban, P. S. M. J., Suyuti, Iswati, & Rukmini, B. (2023). Pendidikan Inklusif: Konsep, Implementasi, dan Tujuan. Batam-Indonesia: CV. Rey Media Grafika.

Purba, N., Purba, R. T., & Handini, M. C. (2019). Efektivitas Media Kosakata di SLB/C Arrahman Jakarta. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 62-70.

Purbasari, Y. A., Hendriani, W., & Yoenanto, N. H. (2021). Perkembangan Implementasi Pendidikan Inklusif. Psikologi Universitas Airlangga, 50-58.

Putri, L. A., Shanty, D., Homdijah, O. S., Ramadhan, R., & Sakti, R. (2023). Application-Based Development of Alternative and Augmentative Communication System for Children with Cerebral Palsy. Edunesia: Jurnal Ilmiah Pendidikan, 4(3), 1301-1315. https://doi.org/10.51276/edu.v4i3.510

Riswari, F., Ediyanto, E. M., & Sunandar, A. (2022). Augmentative and Alternative Communication sebagai Teknologi Assistive dalam Mendukung Anak Cerebral Palsy dengan Kebutuhan Komunikasi yang Kompleks. Jurnal Pendidikan Kebutuhan Khusus, 6(1), 76-85. https://doi.org/10.24036/jpkk.v6i1.583

Rizqita, A. J., Muanis, A., Qisthi, A., Nurhasanah, P. S., Usep, & Maryanti, R. (2022). Android-Based Technology: Development of Alternative and Augmentative Mi-Says Communication System for Children with Intellectual Disabilities. Jurnal Asesmen dan Intervensi Anak Berkebutuhan Khusus, 22(2), 88-95. https://doi.org/10.17509/jassi.v22i2.63233

Rose, V., Paynter, J., Vivanti, G., Keen, D., & Trembath, D. (2020). Predictors of Expressive Language Change for Children with Autism Disorder Receiving AAC-Infused Comprehensive Intervention. Journal of Autism and Developmental Disorders, 50(1), 278-291. https://doi.org/10.1007/s10803-019-04251-2

Shipley, K. G., & McAfee, J. G. (2021). Assessment in Speech-Language Pathology: A Resource Manual (6th ed.). San Diego, CA: Plural Publishing.

Syah, S. (2025). Peningkatan Mutu Sekolah Berbasis Manajemen Sekolah dan Partisipasi Masyarakat. Bandung: Universitas Pendidikan Indonesia.

Turnbull, A. P., & Turnbull, R. (2001). From the Old to the New Paradigm of Disability and Families: Research to Enhance Family Quality of Life Outcomes. London: Ablex Publishing.

Zhao, H., Karlsson, P., Chiu, D., Sun, C., Kavehei, O., & McEwan, A. (2023). Wearable Augmentative and Alternative Communication (wAAC): A Novel Solution for People with Complex Communication Needs. Virtual Reality, 27, 2441-2459. https://doi.org/10.1007/s10055-023-00818-8