TITLE

Learning of Dynamic Display AAC Technologies by Typically Developing 3-Year-Olds: Effect of Different Layouts and Menu Approaches

AUTHOR(S)
Drager, Kathryn D. R.; Light, Janice C.; Carlson, Rhonda; D'Silva, Karen; Larsson, Brittany; Pitkin, Laura; Stopper, Gini
PUB. DATE
October 2004
SOURCE
Journal of Speech, Language & Hearing Research;Oct2004, Vol. 47 Issue 5, p1133
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
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.
ACCESSION #
15087255

 

Related Articles

  • Nonverbal Learning Disability: A Tutorial for Speech-Language Pathologists. Volden, Joanne // American Journal of Speech-Language Pathology;May2004, Vol. 13 Issue 2, p128 

    Nonverbal learning disability (NLD) is a diagnostic category that is unfamiliar to most speech-language pathologists. This brief tutorial describes NLD's characteristics, a theoretical model proposed to explain its source, and areas of overlap between NLD and similar diagnostic categories. The...

  • Inclusion, observation, outcome. Montgomery, Judith // ASHA;Apr95, Vol. 37 Issue 4, p7 

    Focuses on the use of the concept of inclusion in teaching children in the United States with communication disorders. Natural support in the environment; Observation of a class; Actions of children placed in typical preschool.

  • The Impact of Aided Language Stimulation on Symbol Comprehension and Production in Children With Moderate Cognitive Disabilities. Harris, Michael D.; Reichle, Joe // American Journal of Speech-Language Pathology;May2004, Vol. 13 Issue 2, p155 

    Over the past decade, aided language stimulation has emerged as a strategy to promote both symbol comprehension and symbol production among individuals who use graphic mode communication systems. During aided language stimulation, an interventionist points to a graphic symbol while...

  • PREVALENCE OF SPEECH AND LANGUAGE DISORDERS: IDENTIFY AND OUTCOME AT THE LEARNING DISABILITIES. García-Mateos, Montfragüe; Mateos, Luz María Fernández; De Santiago Herrero, Javier // Journal of Communications Research;2015, Vol. 7 Issue 1, p27 

    This chapter aims to acquaint the reader with the current debate on the prevalence of oral and written linguistic difficulties as a precursor of Specific Learning Difficulties (SLD). The barrier created by scientific literature in terms of the diversity of terminology regarding the definition of...

  • Building self-esteem of children and adolescents with communication disorders. Glenn, Eddie E.; Smith, Tina T. // Professional School Counseling;Oct98, Vol. 2 Issue 1, p39 

    Offers information on how to establish self-esteem among children and adolescents with communication disorders in the United States. Background of communication disorders; Effects of communication disorders on social interactions; Counseling of children with communication disorders.

  • Action: School services. Peters-Johnson, Cassandra // Language, Speech & Hearing Services in Schools;Jul95, Vol. 26 Issue 3, p295 

    Presents news briefs on various of school services for children with communications disorders in the US. Spring Leadership Conference held in Washington, DC., on April 25-28, 1995; Report of the Ad Hoc committee, which was set up by ASHA; Importance of augmentative communication devices for...

  • Speak easy. Valios, Natalie // Community Care;11/15/2007, Issue 1699, p16 

    The article emphasizes the importance of funding for aids to children with communication impairments in Great Britain. According to a recent report from disability charity Scope, there are 1.5 million children and adults in Great Britain with some form of communication impairment with...

  • When You Care for Handicapped Children.  // Exceptional Children;Nov1980, Vol. 47 Issue 3, p240 

    The article provides information on "When You Care for Handicapped Children," an informational guide that is written in nontechnical language for those with limited formal training in special education. It was developed under the direction of Joyce Evans and the Special Projects Division of the...

  • Understanding speech, language and communication difficulties. Joffe, Victoria // British Journal of School Nursing;Jun2010, Vol. 5 Issue 5, p219 

    In this article, the author discusses the need for understanding children with speech, language and communication difficulties (SLCDs). She points out that SLCD is the most prominent educational need in primary school. She comments that pronunciation of sounds and combining sounds to form...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics