Preschool-aged children have difficulty constructing and interpreting simple utterances composed of graphic symbols

2009 ◽  
Vol 37 (1) ◽  
pp. 1-26 ◽  
Author(s):  
ANN SUTTON ◽  
NATACHA TRUDEAU ◽  
JILL MORFORD ◽  
MONICA RIOS ◽  
MARIE-ANDRÉE POIRIER
Keyword(s):  
Augmentative And Alternative Communication ◽  
Individual Response ◽  
Response Patterns ◽  
Typically Developing ◽  
Alternative Communication ◽  
Typically Developing Children ◽  
Response Strategies ◽  
Graphic Symbols ◽  
Graphic Symbol ◽  
Simple Sentences

ABSTRACTChildren who require augmentative and alternative communication (AAC) systems while they are in the process of acquiring language face unique challenges because they use graphic symbols for communication. In contrast to the situation of typically developing children, they use different modalities for comprehension (auditory) and expression (visual). This study explored the ability of three- and four-year-old children without disabilities to perform tasks involving sequences of graphic symbols. Thirty participants were asked to transpose spoken simple sentences into graphic symbols by selecting individual symbols corresponding to the spoken words, and to interpret graphic symbol utterances by selecting one of four photographs corresponding to a sequence of three graphic symbols. The results showed that these were not simple tasks for the participants, and few of them performed in the expected manner – only one in transposition, and only one-third of participants in interpretation. Individual response strategies in some cases lead to contrasting response patterns. Children at this age level have not yet developed the skills required to deal with graphic symbols even though they have mastered the corresponding spoken language structures.

scholarly journals Early Sentence Productions of 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication

2017 ◽  
Vol 60 (7) ◽  
pp. 1930-1945 ◽  
Author(s):  
Cathy Binger ◽  
Jennifer Kent-Walsh ◽  
Marika King ◽  
Lindsay Mansfield
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Single Case ◽  
Receptive Language ◽  
Speech Disorders ◽  
Alternative Communication ◽  
Baseline Phase ◽  
Rule Based ◽  
Graphic Symbols ◽  
Graphic Symbol

Purpose This study investigated the early rule-based sentence productions of 3- and 4-year-old children with severe speech disorders who used single-meaning graphic symbols to communicate. Method Ten 3- and 4-year-olds requiring the use of augmentative and alternative communication, who had largely intact receptive language skills, received instruction in producing up to four different semantic–syntactic targets using an Apple iPad with a communication app. A single-case, multiple-probe, across-targets design was used to assess the progress of each participant and target. Generalization to new vocabulary was assessed, and a subgroup also was taught to produce sentences using grammatical markers. Results Some targets (primarily possessor-entity) were mastered in the baseline phase, and the majority of the remaining targets were mastered during intervention. All four children who completed intervention for grammatical markers quickly learned to use the markers accurately. Conclusions Expressive language potential for preschoolers using graphic symbol–based augmentative and alternative communication systems should not be underestimated. With appropriate presentation and intervention techniques, some preschoolers with profound speech disorders can readily learn to produce rule-based messages via graphic symbols.

Learning of Dynamic Display AAC Technologies by Typically Developing 3-Year-Olds

2004 ◽  
Vol 47 (5) ◽  
pp. 1133-1148 ◽  
Author(s):  
Kathryn D. R. Drager ◽  
Janice C. Light ◽  
Rhonda Carlson ◽  
Karen D'Silva ◽  
Brittany Larsson ◽  
...  
Keyword(s):  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Typically Developing ◽  
Alternative Communication ◽  
Typically Developing Children ◽  
Learning Session ◽  
Initial Exposure ◽  
Developmental Models ◽  
Dynamic Display ◽  
System Layout

The present study investigated the learning demands of dynamic display augmentative and alternative communication (AAC) technologies that differed in system layout and menu page approaches for 3-year-old children. Ten typically developing children were randomly assigned to each of 3 technology approaches and were asked to located vocabulary items within a play context. Results indicated that the children had difficulty with all of the technologies on initial exposure. After the 1st learning session, children performed significantly better with AAC technologies in a contextual scene format than in a grid format. Some limited generalization to new vocabulary was evident. AAC technologies for young children need to be redesigned to better reflect the developmental models of children. Results are discussed with implications for practice and suggestions for future research.

Exploring AAC graphic symbol choices: a preliminary study

2020 ◽  
Vol 14 (3) ◽  
pp. 171-185
Author(s):  
Eliada Pampoulou ◽  
Donald R. Fuller
Keyword(s):  
Clinical Judgment ◽  
Augmentative And Alternative Communication ◽  
Developmental Disorders ◽  
Online Survey ◽  
Professional Associations ◽  
Alternative Communication ◽  
Content Type ◽  
Graphic Symbols ◽  
Wide Range ◽  
Graphic Symbol

Purpose Graphic symbols have been used widely in the field of augmentative and alternative communication (AAC). The advancement of technology in recent years has stimulated their development even further, thereby providing speech-language pathologists (SLPs) a wide range of options to choose for the individuals they support. However, existing literature on graphic symbols is scant and clinicians must base their decisions almost solely on clinical judgment. This paper aims to investigate the factors SLPs consider when choosing corpuses of graphic symbols for their clients. Design/methodology/approach An online survey was used that allowed multiple-choice responses. Data were analyzed and presented primarily as percentages. Findings Most respondents used graphic symbols with people having developmental disorders, and the corpuses of symbols they drew upon were based predominantly on availability, characteristics of the individual’s impairment or disability and intelligibility to the user and his or her communication partners. Existing policies related to graphic symbols also influence clinicians’ choices. SLPs search for support mainly from professional associations and training providers. In terms of use with technology, ready-made symbol packages for clinicians to use were found to be attractive. Practical implications Professional associations and institutions that focus on AAC need to provide adequate support to clinicians with a foundation based on evidence-based practice. Originality/value To the best of the authors’ knowledge, this is the first research that focuses on current practices concerning the factors SLPs take into consideration when choosing the optimum graphic symbol corpus(es) for their clients.

Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations

2016 ◽  
Vol 1 (12) ◽  
pp. 125-138 ◽  
Author(s):  
Arjan van Tilborg ◽  
Stijn R. J. M. Deckers
Keyword(s):  
Augmentative And Alternative Communication ◽  
Language Use ◽  
Multiple Disabilities ◽  
Typically Developing ◽  
Alternative Communication ◽  
Typically Developing Children ◽  
High Importance ◽  
Group 12 ◽  
Core Vocabulary ◽  
Language Sample

On the American Speech-Language-Hearing Association Community for Special Interest Group 12, Augmentative and Alternative Communication (AAC), a community member introduced a discussion related to the selection and use of core vocabulary with students with severe intellectual or multiple disabilities. It was questioned whether or not core vocabulary determined in typically developing children was applicable to AAC intervention in these students. The present article reviewed a vast amount of language sample studies related to core vocabulary in both typical and atypical populations. It was concluded that core vocabulary is comparable for both populations in various contexts, with various communication partners, over various topics, and in various modalities of language use. Core vocabulary is thus of high importance for all AAC users, regardless of physical or intellectual disabilities.

Meet Me More Than Half Way: Emotional Competence in Conversation Using AAC

2009 ◽  
Vol 18 (3) ◽  
pp. 73-77
Author(s):  
Bonnie Brinton ◽  
Martin Fujiki
Keyword(s):  
Augmentative And Alternative Communication ◽  
Emotional Competence ◽  
Typically Developing ◽  
Alternative Communication ◽  
Typically Developing Children ◽  
Difficult Time ◽  
Emotional Aspects

Abstract Typically developing children learn about emotion through interactions with parents, caretakers, and peers. Children who use augmentative and alternative communication (AAC) have a difficult time talking about emotions. This article discusses the importance of emotional competence in interaction and to challenge those of us who work with children who use AAC to consider the emotional aspects of communication when designing and implementing interventions.

scholarly journals Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures

2021 ◽  
Vol 12 ◽  
Author(s):  
Gat Savaldi-Harussi ◽  
Leah Fostick
Keyword(s):  
Augmentative And Alternative Communication ◽  
Linguistic Knowledge ◽  
Alternative Communication ◽  
Syntactic Structures ◽  
Graphic Symbols ◽  
Significant Difference ◽  
Language Knowledge ◽  
Graphic Symbol ◽  
Verbal Production ◽  
The Impact

The present study focuses on the impact of graphic symbols used in Augmentative and Alternative Communication (AAC) on clause construction. It is not yet well-understood to what extent communication produced via graphic symbols differs from verbal production. This study attempts shed light on the impact of the graphic symbol modality on message construction beyond individual differences, language knowledge, and language-specific patterns by providing a direct comparison between children’s verbal and graphic symbol production. Nineteen typically developing Hebrew-speaking children aged 4–5 years were presented with 16 short videos of actions and were asked to express what they saw verbally and by choosing among graphic symbols displayed on an iPad communication board. The 570 clauses produced by the children were coded and analyzed. A significant difference was found in favor of verbal speech across different syntactic structures in terms of utilization of the target lexicon, syntactic complexity, and expected target word order. These results are consistent with the existing literature for English. Implications for AAC practices are discussed, highlighting the notion that using graphic symbols to represent spoken language may not reflect actual linguistic knowledge and that adequate, explicit instruction is necessary for graphic representation of more complex linguistic structures.

Early Sentence Productions of 5-Year-Old Children Who Use Augmentative and Alternative Communication

2016 ◽  
Vol 38 (3) ◽  
pp. 131-142 ◽  
Author(s):  
Cathy Binger ◽  
Jennifer Kent-Walsh ◽  
Marika King ◽  
Eliza Webb ◽  
Elijia Buenviaje
Keyword(s):  
Augmentative And Alternative Communication ◽  
Single Case ◽  
Receptive Language ◽  
Task Demands ◽  
Future Research ◽  
Alternative Communication ◽  
Rule Based ◽  
Normal Limits ◽  
Graphic Symbols ◽  
Graphic Symbol

Four 5-year-old children with receptive language within normal limits and who required augmentative and alternative communication (AAC) received instruction in producing six different semantic–syntactic structures (three treatment and three generalization targets). Participants accessed single-meaning graphic symbols using an AAC app on an iPad to create their messages. A single-case, multiple probe across targets design was used to assess the progress of each participant, and supplementary measures including self-corrections and error types were analyzed. Three participants mastered all six targets during baseline, with a fourth mastering four of six targets in baseline. In contrast to prior reports, findings from the current study indicate that some young children who require AAC can learn to produce rule-based messages using single-meaning graphic symbols rapidly and with minimal instruction. Careful attention to participant characteristics and task demands are required in future research to further refine approaches to teaching young participants to produce rule-based graphic symbol messages.

Production and comprehension of graphic symbol utterances expressing complex propositions by adults who use augmentative and alternative communication systems

2004 ◽  
Vol 25 (3) ◽  
pp. 349-371 ◽  
Author(s):  
ANN SUTTON ◽  
JILL P. MORFORD ◽  
TANYA M. GALLAGHER
Keyword(s):  
Word Order ◽  
Relative Clause ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Alternative Communication ◽  
Complex Sentences ◽  
Graphic Symbol ◽  
The Relationship ◽  
Symbol Display ◽  
Voice Output

We explored production and comprehension of complex sentences constructed using a limited vocabulary on a graphic symbol display with voice output by 25 adults who use augmentative and alternative communication. When asked to construct subject (SS) and object (OS) relative clause sentences, only a minority of participants encoded SS and OS relative clause sentences using different word orders. When asked to interpret graphic symbol utterances, most participants chose an SS interpretation. Thus, the word order used most frequently in production appeared to have a single preferred interpretation. The relationship between the word orders produced in graphic symbol utterances and the way the same word orders are interpreted is not necessarily straightforward.

scholarly journals Teaching Preschoolers With Down Syndrome Using Augmentative and Alternative Communication Modeling During Small Group Dialogic Reading

2020 ◽  
Vol 29 (1) ◽  
pp. 80-100 ◽  
Author(s):  
Emily D. Quinn ◽  
Ann P. Kaiser ◽  
Jennifer R. Ledford
Keyword(s):  
Down Syndrome ◽  
Small Group ◽  
Augmentative And Alternative Communication ◽  
Functional Relation ◽  
Dialogic Reading ◽  
Typically Developing ◽  
Alternative Communication ◽  
Symbolic Communication ◽  
Response Generalization ◽  
Multiple Probe

Purpose This study evaluated the effect of aided augmentative and alternative communication modeling (AAC-MOD) on the communication skills of children with Down syndrome (DS) during small group dialogic reading. Method Four children with DS between 3;1 and 5;3 (years;months; M = 4;5) and 5 typically developing peers between 3;5 and 5;9 ( M = 4;3) participated. Effects were examined using a multiple probe across behaviors design with 4 children with DS. To simulate typical dialogic reading routines in inclusive classrooms, a strategy called Read, Ask, Answer, Prompt ( Binger, Kent-Walsh, Ewing, & Taylor, 2010 ) was applied during the baseline and intervention sessions. Results A functional relation was demonstrated between (a) AAC-MOD and percentage of correctly identified symbols for 3 participants, (b) AAC-MOD and rate of symbolic communication for 2 participants, and (c) AAC-MOD and number of different words for 2 participants. Increases in number of multiple word combinations occurred for 2 participants. All 4 children maintained their percentage of correctly identified symbols. Increases in rate of symbolic communication did not generalize to thematic play contexts, a distal measure of response generalization. Conclusion AAC-MOD is an effective strategy for teaching target vocabulary and increasing rate of symbolic communication in young children with DS. Supplemental Material https://doi.org/10.23641/asha.10093538

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