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.

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.

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.

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.

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

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

Special Interest Group 12, Augmentative and Alternative Communication

ASHA Leader ◽  
2013 ◽  
Vol 18 (1) ◽  
Keyword(s):  
Interest Group ◽  
Special Interest ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Special Interest Group ◽  
Alternative Communication ◽  
Relevant Research ◽  
Speech Language Pathologists ◽  
Group 12

By affiliating with SIG 12, ASHA members have the opportunity to participate in a community of peers dedicated to improving the quality and availability of AAC services to consumers throughout the lifespan, promoting clinically relevant research, educating and mentoring current and future professionals, and identifying and addressing the service-provision needs of speech-language pathologists and audiologists

Using SALT: Considerations for the Analysis of Language Transcripts of Children Who Use SGDs

2016 ◽  
Vol 1 (12) ◽  
pp. 110-124 ◽  
Author(s):  
Gat Savaldi-Harussi ◽  
Gloria Soto
Keyword(s):  
Augmentative And Alternative Communication ◽  
High Tech ◽  
Common Salt ◽  
Alternative Communication ◽  
Systematic Analysis ◽  
Language Sampling ◽  
Wide Range ◽  
Language Measures ◽  
New Variables ◽  
Language Sample

This paper exemplifies the process we used to customize the Systematic Analysis of Language Transcripts (SALT) software to monitor a wide range of language measures for children who use high-tech speech-generating devices (SGDs) when taking into consideration two main characteristics of aided communication: multimodality and co-constructed interaction structure. General considerations relevant to Language Sampling and Analysis (LSA) and examples of their applications are described in conversations between young aided speakers (child) and natural speakers (adult) and include the following stages: (a) eliciting and videotaping a representative sample of the child's language; (b) transcribing verbatim the language sample according to SALT conventions and modifications; and (c) analyzing the language sample with the common SALT commands and new variables (codes) measures. Our findings suggest that SALT software can be easily adapted and used as a tool for augmentative and alternative communication (AAC) evidence-based practice.

Language Sample Collection and Analysis in People Who Use Augmentative and Alternative Communication: Overcoming Obstacles

2021 ◽  
Vol 30 (1) ◽  
pp. 47-62
Author(s):  
Aine Mooney ◽  
Allison Bean ◽  
Amy Miller Sonntag
Keyword(s):  
Standardized Testing ◽  
Augmentative And Alternative Communication ◽  
Relevant Information ◽  
Valuable Insight ◽  
Alternative Communication ◽  
Sample Collection ◽  
Language Abilities ◽  
Systematic Analysis ◽  
Parts Of Speech ◽  
Language Sample

Purpose Language sample collection and analysis provides important information regarding the language abilities of individuals for whom standardized testing may not be appropriate, such as persons who use augmentative and alternative communication (PWUAACs). Despite its clinical utility, language sample collection and analysis has not been fully incorporated into the assessment of PWUAACs due to a variety of challenges. This study seeks to investigate the ability of language sample collection and analysis to provide clinically relevant information and explore ways to circumvent language sample collection and analysis challenges for PWUAACs. Method This is a case study of the narratives of two PWUAACs, one child and one adult. Analyses were conducted using manual calculations and computerized language sample analysis software (i.e., Systematic Analysis of Language Transcripts and Child Language Exchange System) and Realize Language. Conclusion Although the language samples took longer to complete relative to verbal controls, the information obtained from language sample collection and analysis provided valuable insight into the language system of the two participants that would not be revealed through standardized language assessment, including the distribution of their parts of speech and syntactic complexity. Given the important clinical data that may be obtained through language sample collection and analysis, we propose strategies to enable clinicians to overcome previously identified challenges.

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