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The effects of aided AAC modeling on...

Binger, Cathy Ann.

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The effects of aided AAC modeling on the expression of multi-symbol messages by children who use augmentative and alternative communication.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of aided AAC modeling on the expression of multi-symbol messages by children who use augmentative and alternative communication./
Author:	Binger, Cathy Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2004,
Description:	228 p.
Notes:	Source: Dissertations Abstracts International, Volume: 66-10, Section: B.
Contained By:	Dissertations Abstracts International66-10B.
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3157647
ISBN:	9780496901524

The effects of aided AAC modeling on the expression of multi-symbol messages by children who use augmentative and alternative communication.
Binger, Cathy Ann.

The effects of aided AAC modeling on the expression of multi-symbol messages by children who use augmentative and alternative communication. - Ann Arbor : ProQuest Dissertations & Theses, 2004 - 228 p.

Source: Dissertations Abstracts International, Volume: 66-10, Section: B.

Thesis (Ph.D.)--The Pennsylvania State University, 2004.

This item must not be sold to any third party vendors.

Preschoolers who have severe communication disorders and who require the use of augmentative and alternative communication (AAC) systems (e.g., communication boards, computerized voice-output systems) are at risk for all aspects of development, including language development (e.g., Lund, 2001). One area of language development that is particularly challenging for preschoolers who use AAC is transitioning from the use of single- to multi-symbol messages (Smith & Grove, 2003). This critical stage of language development marks the beginning of the use of generative language (Paul, 1997). To address this critical problem, the current investigation evaluated the impact of using a modeling technique-specifically, aided AAC modeling-to support the production of early multi-symbol messages with preschoolers who use AAC within a child-centered approach to intervention. The study used a single subject multiple probe design across participants (McReynolds & Kearns, 1983). Five preschoolers (ages 3-5) who required AAC participated in the investigation. Three preschoolers who used voice output communication systems were in the first cohort of participants, with two additional preschoolers who used light tech communication boards comprising the second cohort. To provide aided AAC models, the investigator pointed to two symbols on the child's aided AAC system and then provided a grammatically complete spoken model while engaging in play activities with the participants. Results indicated that four of the five preschoolers learned to consistently produce multi-symbol messages and used a range of vocabulary and semantic-syntactic categories to produce these messages. The fifth participant did not learn to consistently produce multi-symbol messages and demonstrated relatively low rates of symbolic message productions. The four preschoolers who met criterion all evidenced long-term use of symbol combinations and also demonstrated generalized use of symbol combinations to novel play routines. Results, clinical implications, and future research directions are discussed.

ISBN: 9780496901524Subjects--Topical Terms:

520446
Speech therapy.

The effects of aided AAC modeling on the expression of multi-symbol messages by children who use augmentative and alternative communication.
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500 $a Source: Dissertations Abstracts International, Volume: 66-10, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Light, Janice C.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Preschoolers who have severe communication disorders and who require the use of augmentative and alternative communication (AAC) systems (e.g., communication boards, computerized voice-output systems) are at risk for all aspects of development, including language development (e.g., Lund, 2001). One area of language development that is particularly challenging for preschoolers who use AAC is transitioning from the use of single- to multi-symbol messages (Smith & Grove, 2003). This critical stage of language development marks the beginning of the use of generative language (Paul, 1997). To address this critical problem, the current investigation evaluated the impact of using a modeling technique-specifically, aided AAC modeling-to support the production of early multi-symbol messages with preschoolers who use AAC within a child-centered approach to intervention. The study used a single subject multiple probe design across participants (McReynolds & Kearns, 1983). Five preschoolers (ages 3-5) who required AAC participated in the investigation. Three preschoolers who used voice output communication systems were in the first cohort of participants, with two additional preschoolers who used light tech communication boards comprising the second cohort. To provide aided AAC models, the investigator pointed to two symbols on the child's aided AAC system and then provided a grammatically complete spoken model while engaging in play activities with the participants. Results indicated that four of the five preschoolers learned to consistently produce multi-symbol messages and used a range of vocabulary and semantic-syntactic categories to produce these messages. The fifth participant did not learn to consistently produce multi-symbol messages and demonstrated relatively low rates of symbolic message productions. The four preschoolers who met criterion all evidenced long-term use of symbol combinations and also demonstrated generalized use of symbol combinations to novel play routines. Results, clinical implications, and future research directions are discussed.
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