Learning of dynamic display AAC technologies by typically developing 3-year-olds: Effect of different layouts and menu approaches

Kathryn D R Drager, Janice C. Light, Rhonda Carlson, Karen D'Silva, Brittany Larsson, Laura Pitkin, Gini Stopper

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Abstract

The present study investigated the learning demands of dynamic display augmentative and alternative communication (AAC) technologies that differed in system layout and menu page approaches for 3-year-old children. Ten typically developing children were randomly assigned to each of 3 technology approaches and were asked to located vocabulary items within a play context. Results indicated that the children had difficulty with all of the technologies on initial exposure. After the 1 st learning session, children performed significantly better with AAC technologies in a contextual scene format than in a grid format. Some limited generalization to new vocabulary was evident. AAC technologies for young children need to be redesigned to better reflect the developmental models of children. Results are discussed with implications for practice and suggestions for future research.

Original languageEnglish (US)
Pages (from-to)1133-1148
Number of pages16
JournalJournal of Speech, Language, and Hearing Research
Volume47
Issue number5
DOIs
StatePublished - Oct 1 2004

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All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

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