The Semantic Organization Patterns of Young Children: Implications for Augmentative and Alternative Communication

2003 ◽  
Vol 19 (2) ◽  
pp. 74-85 ◽  
Author(s):  
KAREN FALLON ◽  
JANICE LIGHT ◽  
AMY ACHENBACH
Keyword(s):  
Young Children ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Semantic Organization

Assessing the Influence of Augmentative and Alternative Communication Devices on Families of Young Children with Disabilities

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1361-1362 ◽  
Author(s):  
Howard P. Parette
Keyword(s):  
Young Children ◽  
Family Functioning ◽  
Augmentative And Alternative Communication ◽  
Children With Disabilities ◽  
Alternative Communication ◽  
Young Children With Disabilities ◽  
Communication Devices

The provision of augmentative and alternative communication (AAC) devices to young children with disabilities is discussed in the context of potential effects on family functioning, followed by a call for research.

Enhanced Milieu Teaching: Incorporating AAC Into Naturalistic Teaching With Young Children and Their Partners

2013 ◽  
Vol 22 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Ann Kaiser ◽  
Courtney Wright
Keyword(s):  
Young Children ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Intervention Strategy ◽  
Functional Communication ◽  
Alternative Communication ◽  
Milieu Teaching ◽  
Support Strategies ◽  
Naturalistic Teaching ◽  
Enhanced Milieu Teaching

Abstract Enhanced Milieu Teaching (EMT) is an evidence-based naturalistic intervention strategy that teaches functional communication and language skills in everyday interactions with partners. In this manuscript, we describe the key communication support strategies used in EMT and how individuals can use these strategies with augmentative and alternative communication systems. We also present strategies for teaching partners to use EMT with AAC in interactions with young children.

Maternal Responsiveness to AAC

2010 ◽  
Vol 19 (4) ◽  
pp. 115-119 ◽  
Author(s):  
Kara F. Medeiros ◽  
Cynthia J. Cress
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Augmentative And Alternative Communication ◽  
Communication Strategy ◽  
Maternal Responsiveness ◽  
Communication Behavior ◽  
Alternative Communication ◽  
Early Communication ◽  
Aided Aac ◽  
Language Measures

Abstract How a mother responds to her young child's early communication behavior has been found to contribute to the children's scores on cognitive and language measures. This effect has been found in both children with and without developmental disabilities. Aided augmentative and alternative communication (AAC) is a communication strategy used with young children with developmental disabilities. Currently, there have been no studies addressing how a mother's play with her children may change when an aided AAC device is added. In this study 25 dyads participated in familiar and unfamiliar to play with and without a BIGmack present. Mothers' responsive and directive behaviors were coded and compared across both types of play. When the two conditions were compared, mothers showed more overall responsiveness to their children's communication when the BIGmack was present. Mothers did not increase their directive behaviors significantly between the two conditions.

Communication and Language Interventions for Children With Down Syndrome

2020 ◽  
Author(s):  
Steven F. Warren ◽  
Shelley L. Bredin-Oja ◽  
Laura J. Hahn ◽  
Nancy Brady
Keyword(s):  
Down Syndrome ◽  
Young Children ◽  
Cognitive Skills ◽  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Alternative Communication ◽  
Motor Impairments ◽  
Children With Down Syndrome ◽  
Early Communication ◽  
Speech And Language Development

Delayed and disordered speech and language development are among the primary challenges for young children with Down syndrome. Common sources of these delays include frequent ear infections and fluctuating hearing loss early in life, significant oral motor impairments, and delayed onset of joint attention and related cognitive skills. This chapter is focused on the early childhood period up to 8 years of age because most of the intervention research has been conducted during this period. The review is limited to two types of intervention: milieu teaching (MT) and augmentative and alternative communication (AAC) because much of the published research has focused on these two approaches. The review reveals the strengths and weaknesses of the research to date. Four directions for future research are proposed, most importantly combining MT and AAC approaches in a single flexible model of early communication and language intervention for young children with DS.

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