The Effects of an Intervention Using Low-Tech Visual Scene Displays and Aided Modeling with Young Children with Complex Communication Needs

Autor/inn/en	Muttiah, Nimisha; Drager, Kathryn D. R.; Beale, Bethany; Bongo, Hailey; Riley, Lindsay
Titel	The Effects of an Intervention Using Low-Tech Visual Scene Displays and Aided Modeling with Young Children with Complex Communication Needs
Quelle	In: Topics in Early Childhood Special Education, 42 (2022) 1, S.91-104 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muttiah, Nimisha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419844825
Schlagwörter	Language Skills; Pictorial Stimuli; Preschool Children; Semantics; Communication Problems; Augmentative and Alternative Communication; Communication Skills; Intervention + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Fantasieanregung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Semantik; Kommunikationsbarriere; Kommunikationsstil
Abstract	Young children with complex communication needs are often severely restricted in their ability to communicate and develop language skills. A major barrier preventing these children from accessing communication is a lack of appropriate means to communicate. The present study investigated the implementation of nonelectronic visual scene displays (VSDs) as an augmentative and alternative communication (AAC) tool, in combination with aided modeling with preschool children with complex communication needs. A single case, multiple probe design across participants was used to evaluate an intervention combining low-tech VSDs and aided modeling to increase the number of communication turns and unique semantic concepts expressed by preschool children. All children demonstrated notable increases in the number of communication turns and unique semantic concepts expressed. The findings of this study indicate preliminary positive results for a novel, low-cost AAC intervention that could be useful for preschool children to increase their participation in social communication contexts. (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	2024/1/01