TY - JOUR
T1 - The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC
AU - Binger, Cathy
AU - Light, Janice
N1 - Funding Information:
This research was supported in part by the New Century Scholars Doctoral Scholarship through the American Speech-Language-Hearing Foundation. This study was based on a doctoral dissertation completed in partial fulfillment of the requirements for the first author’s Ph.D. program in the Department of Communication Sciences and Disorders at The Pennsylvania State University. Preliminary results were presented at the Biennial Conference of the International Society for Augmentative and Alternative Communication, in Natal, Brazil, October, 2004 and the Annual Conference of the American Speech-Language-Hearing Association in San Diego, CA, November, 2005. The authors would like to thank Judith Kroll, Kathryn Drager, and Carol Miller, all of whom served as members of the first author’s dissertation committee, in addition to Michelle Welliver and Maureen Mulderig for their assistance with the project. The authors also wish to thank the school administrators, staff, parents, and children who made this study possible.
PY - 2007
Y1 - 2007
N2 - A single subject, multiple probe design across participants was used to evaluate the impact of using aided AAC modeling to support multi-symbol message production. Five preschoolers (three who used voice output communication systems, two who used non-electronic communication boards) participated in the study. Aided AAC models were provided by pointing to two symbols on the child's aided AAC system and then providing a grammatically complete spoken model while engaging in play activities. Four of the five preschoolers learned to consistently produce multi-symbol messages; the fifth did not demonstrate consistent gains. The four preschoolers who met criterion all evidenced long-term use of symbol combinations and generalized use of symbol combinations to novel play routines. Results, clinical implications, and future research directions are discussed.
AB - A single subject, multiple probe design across participants was used to evaluate the impact of using aided AAC modeling to support multi-symbol message production. Five preschoolers (three who used voice output communication systems, two who used non-electronic communication boards) participated in the study. Aided AAC models were provided by pointing to two symbols on the child's aided AAC system and then providing a grammatically complete spoken model while engaging in play activities. Four of the five preschoolers learned to consistently produce multi-symbol messages; the fifth did not demonstrate consistent gains. The four preschoolers who met criterion all evidenced long-term use of symbol combinations and generalized use of symbol combinations to novel play routines. Results, clinical implications, and future research directions are discussed.
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U2 - 10.1080/07434610600807470
DO - 10.1080/07434610600807470
M3 - Article
C2 - 17364486
AN - SCOPUS:34250876847
VL - 23
SP - 30
EP - 43
JO - AAC: Augmentative and Alternative Communication
JF - AAC: Augmentative and Alternative Communication
SN - 0743-4618
IS - 1
ER -