Examining Dynamic Visual Scene Displays: Implications for Arranging and Teaching Symbol Selection

Autor/inn/en	Olin, Andrea Rachelle; Reichle, Joe; Johnson, LeAnne; Monn, Emily
Titel	Examining Dynamic Visual Scene Displays: Implications for Arranging and Teaching Symbol Selection
Quelle	In: American Journal of Speech-Language Pathology, 19 (2010) 4, S.284-297 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2010/09-0001)
Schlagwörter	Comprehension; Maintenance; Vocabulary; Disabilities; Teaching Methods; Age Differences; Young Children; Visual Aids; Computer Assisted Instruction; Speech Language Pathology; Data Analysis; Reliability; Preschool Children + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Wortschatz; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Age; Difference; Age difference; Altersunterschied; Frühe Kindheit; Anschauungsmaterial; Computer based training; Computerunterstützter Unterricht; Auswertung; Reliabilität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Purpose: Evidence supports using visual scene displays (VSDs) with young children using speech-generating devices. This study examined initial and subsequent performance during VSD use by children age 24-27 and 33-36 months to explore child characteristics that may relate to navigational skill differences. Method: Children located 9 vocabulary items using a dynamic VSD. Tests of mean difference and analyses of variance were both completed to examine within- and between-age-group performance for accuracy and latency across 3 time points: at initial exposure, at criterion, and at a 2-week maintenance session for each of 2 linked navigational pages. Results: Results indicated that, at initial exposure, older participants' symbol selections were significantly more accurate and significantly faster when navigating through each page of a 2-page dynamic VSD. Results also indicated that though younger participants required significantly more sessions to achieve mastery, when the effects of practice and language comprehension were controlled, performance differences between age groups were not found when maintenance was evaluated. Conclusions: Older children perform better than younger children on initial opportunities. However, younger children learn to use VSDs in relatively few instructional opportunities, suggesting that VSDs can be used with children as young as 2 years of age. (Contains 2 tables and 4 figures.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10