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

Autor/inn/en	Binger, Cathy; Kent-Walsh, Jennifer; King, Marika; Webb, Eliza; Buenviaje, Elijia
Titel	Early Sentence Productions of 5-Year-Old Children Who Use Augmentative and Alternative Communication
Quelle	In: Communication Disorders Quarterly, 38 (2017) 3, S.131-142 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740116655804
Schlagwörter	Sentences; Augmentative and Alternative Communication; Semantics; Syntax; Error Correction; Error Patterns; Visual Aids; Preschool Children; Intervention; Generalization; Speech Impairments; Accuracy + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Semantik; Korrektur; Fehlertyp; Anschauungsmaterial; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01