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Acquisition of Early Syntax for Children using Voice Output Devices: Initial Findings |
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Binger Cathy - University of New Mexico
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Kent-Walsh Jennifer - University of Central Florida
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| SRCLD Year: |
2013 |
| Presentation Type: |
Poster Presentation |
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| Presentation Time: |
(na) |
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| - Augmentative/Alternative Communication |
| - Language Acquisition |
| - Language Impairment, 0-5 |
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Rationale: Children requiring AAC tend to use single-symbol messages even when receptive language profiles indicate the capacity to use complete messages. Although modality constraints may impact performance – there may be difficulties inherent in producing generative language via graphic symbols – some children may be able to overcome these constraints and learn to ‘map’ their mentally represented messages onto graphic symbol-based devices . The purpose of this investigation was to explicitly teach children how to map early semantic-syntactic structures onto single-meaning graphic symbol-based voice output devices.
Method: An experimentally controlled single subject multiple probe across targets and participants design was used to investigate the impact of a AAC modeling-based intervention on three semantic-syntactic structures and three generalization targets. Four 5-year-old children with severe motor-speech disorders participated.
Results: Three participants acquired all six targets during the baseline phase; the fourth acquired four targets during baseline.
Discussion: These findings call previous findings and theories into question. Methodological and theoretical implications for language-learning via AAC will be discussed. Funded by NIDCD 1R03DC011610-01A1. |
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