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Spoken vocabulary outcomes of toddlers with DD (Walters et al., 2021) ...
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Spoken vocabulary outcomes of toddlers with DD (Walters et al., 2021) ...
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Spoken Vocabulary Outcomes of Toddlers With Developmental Delay After Parent-Implemented Augmented Language Intervention
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In: Am J Speech Lang Pathol (2021)
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Intervention Focus Moderates the Association between Initial Receptive Language and Language Outcomes for Toddlers with Developmental Delay
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In: Augment Altern Commun (2019)
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The Relationship Between Speech, Language, and Phonological Awareness in Preschool-Age Children With Developmental Disabilities
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Visual-Graphic Symbol Acquisition in School Age Children with Developmental and Language Delays
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In: Augment Altern Commun (2018)
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Comparing the Effects of Speech-Generating Device Display Organization on Symbol Comprehension and Use by Three Children With Developmental Delays
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In: Am J Speech Lang Pathol (2017)
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Abstract:
PURPOSE: Three children ages 3;6 to 5;3 with developmental and language delays were provided experience with a traditional grid-based display and a contextually organized visual scene display on a speech-generating device to illustrate considerations for practice and future research in augmentative and alternative communication assessment and intervention. METHOD: Twelve symbols were taught in a grid display and visual scene display using aided input during dramatic play routines. Teaching sessions were 30 minutes a day, 5 days a week for 3 weeks. Symbol comprehension and use was assessed pre and post 3 weeks of experience. RESULTS: Comprehension of symbol vocabulary on both displays increased after 3 weeks of experience. Participants 1 and 2 used both displays largely for initiation. Participant 3 had limited expressive use of either display. CONCLUSIONS: The methods used in this study demonstrate one way to inform individual differences in learning and preference for speech-generating device displays when making clinical decisions regarding augmentative and alternative communication supports for a child and their family. Future research should systematically examine the role of extant comprehension, symbol experience, functional communication needs, and the role of vocabulary type in the learning and use of grid displays versus visual scene displays.
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Keyword:
Clinical Focus
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URL: https://doi.org/10.1044/2016_AJSLP-15-0166
http://www.ncbi.nlm.nih.gov/pubmed/28257530
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7253965/
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Parent Stress and Perceptions of Language Development: Comparing Down Syndrome and Other Developmental Disabilities
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A Model of Phonological Processing, Language, and Reading for Students with Mild Intellectual Disability
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