Hostname: page-component-848d4c4894-4rdrl Total loading time: 0 Render date: 2024-07-03T07:28:05.015Z Has data issue: false hasContentIssue false
  • English
  • Français

The Effects of an Aided Augmentative System on Communication and Speech in a Preschool Child with Developmental Delay: A Case Study

Published online by Cambridge University Press:  26 February 2016

Mark Carter
Mark Carter*
Affiliation:
Macquarie University Special Education Centre
*
Correspondence to: Mark Carter, Special Education Centre, Macquarie University, NSW 2109, Australia. Phone: + 61 2 9850-7880, Facsimile: + 61 2 9850-8254, Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The effect of an aided graphic augmentative communication system on communication and speech in a 4‐year 7‐month‐old child with developmental delay was evaluated in this case study. An alternating treatment design was used across 2 mealtime settings (morning tea and lunch) over a 6‐week period with counterbalancing of aided and unaided conditions. Once graphic symbol use emerged, there were slightly higher levels of unprompted communication and requests in the aided condition and a lower proportion of acts contained nonsymbolic communication. There was also a higher number of different words + symbols used in the aided condition. The introduction of the graphic symbols did not appear to have detrimental effects on speech but there was no evidence of sustained increase in frequency of speech or spoken vocabulary in the aided condition. Substantial increases were noted in the number of unprompted communicative turns and range of total vocabulary over the course of the study in both conditions. The need for further research on the effects of AAC on speech and communication in preschool children is highlighted.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 23 , Issue 1 , 1999 , pp. 25 - 46
Copyright
Copyright © The Australian Association of Special Education 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alpern, G., Boll, T., & Shearer, M. (1980). Developmental Profile II. Los Angeles: Western Psychological Services.Google Scholar
Beukelman, D., & Mirenda, P. (1992). Augmentative and alternative communication: Management of severe communication disorders in children and adults. Baltimore: Paul H. Brookes.Google Scholar
Brady, D., & Smouse, A. (1978). A simultaneous comparison of three methods for language training with an autistic child: An experimental single case analysis. Journal of Autism and Childhood Schizophrenia, 8, 271–279.Google Scholar
Bricker, D. (1972). Imitative sign training as a facilitator of word-object association with low-functioning children. American Journal of Mental Deficiency, 76, 509–516.Google ScholarPubMed
Bzoch, K., & League, R. (1970). Assessing language skills in infancy: A handbook for the multidimensional analysis of emergent language. Baltimore: University Park Press.Google Scholar
Calculator, S. (1997). Fostering early language acquisition and AAC use: Exploring reciprocal influences between children and their environments. Augmentative and Alternative Communication, 13, 149–167.Google Scholar
Calculator, S., & Dollaghan, C. (1982). The use of communication boards in a residential setting: An evaluation. Journal of Speech and Hearing Disorders, 47, 281–287.Google Scholar
Carr, E., & Dores, P. (1981). Patterns of language acquisition following simultaneous communication with autistic children. Analysis and Intervention in Developmental Disabilities, 1, 347–361.Google Scholar
Carter, M. (1992). A review of naturalistic communication training strategies for persons with severe handicaps: Implications for the development of spontaneity. Australasian Journal of Special Education, 15, 17–31.CrossRefGoogle Scholar
Carter, M., Hotchkis, G., & Cassar, M. (1996). Spontaneity of augmentative and alternative communication in persons with intellectual disabilities: A critical review. Augmentative and Alternative Communication, 12, 97–101.Google Scholar
Carter, M., & Maxwell, K. (1998). Promoting interaction with children using augmentative communication through a peer-directed intervention. International Journal of Disability, Development and Education, 45, 75–96.CrossRefGoogle Scholar
COMPIC Development Association. (1989). COMPIC: Computer pictographs for communication. (2nd ed.). North Balwyn, Australia: COMPIC Development Association.Google Scholar
Cregan, A. (1993). Sigsymbol system in a multimodal approach to speech elicitation: Classroom project involving an adolescent with severe mental retardation. Augmentative and Alternative Communication, 9, 146–160.Google Scholar
Daniloff, J., & Shafer, A. (1981). A gestural communication program for severely and profoundly handicapped children. Language, Speech, and Hearing Services in Schools, 12, 258–268.Google Scholar
Gibbs, E., & Carswell, L. (1988, March 28-April 1). Early use of total communication with a young Down syndrome child: A procedure for evaluating effectiveness. Paper presented at the 66th Annual Convention of the Council for Exceptional Children, Washington, DC. (ERIC Document Reproduction Service No. ED 296 542).Google Scholar
Gibbs, E., Springer, A., Cooley, W., & Aloisio, S. (1990, November 18). Total communication for children with Down syndrome?: Patterns across six children. Paper presented at the Poster presented at the Annual Conference of the American Speech-Language-Hearing Association, Seattle, WA. (ERIC Document Reproduction Service No. ED 331 246).Google Scholar
Hamre-Nietupski, S., Nietupski, J., & Rathe, T. (1985). Letting the data do the talking: Selecting the appropriate nonverbal communication system for severely handicapped students. Teaching Exceptional Children, 18, 130–134.Google Scholar
Harris, D. (1982). Communicative interaction processes involving nonvocal physically handicapped children. Topics in Language Disorders, 2(2), 21–37.Google Scholar
Hart, B. (1981). Pragmatics: How language is used. Analysis and Intervention in Developmental Disabilities, 1, 299–313.Google Scholar
Iacono, T., Carter, M., & Hook, J. (1998). Identification of intentional communication in students with severe and multiple disabilities. Augmentative and Alternative Communication, 14, 102–114.Google Scholar
Iacono, T. Mirenda, P., & Beukelman, D. (1993). Comparison of unimodal and multimodal AAC techniques for children with intellectual disabilities. Augmentative and Alternative Communication, 9, 83–94.Google Scholar
Iacono, T., & Duncum, J. (1995). Comparison of sign alone and in combination with an electronic communication device in early language intervention: Case study. Augmentative and Alternative Communication, 11, 249 – 259.CrossRefGoogle Scholar
Johnson, T., King, D., & Sloan, N. (1993). The boardmaker (international) with the Picture Communication Symbols books I, II and III. Solana Beach, CA: Mayer-Johnson.Google Scholar
Kouri, T. (1989). How manual sign acquisition relates to the development of spoken language: A case study. Language, Speech, and Hearing Services in Schools, 20, 50–62.Google Scholar
Kouri, T. (1988). Effects of simultaneous communication in a child-directed treatment approach with preschoolers with severe disabilities. Augmentative and Alternative Communication, 4, 222–232.Google Scholar
Kozleski, E. (1991). Expectant delay procedure for teaching requests. Augmentative and Alternative Communication, 7, 11–19.CrossRefGoogle Scholar
Kreimeyer, K. (1980, April 10). Sign language fora nonverbal child: A facilitator or inhibitor of vocal speech? Paper presented at the Rocky Mountain Psychological Association Convention, Tucson, AZ. (ERIC Document Reproduction Service No. ED 206 135).Google Scholar
Layton, T., & Savino, M. (1990). Acquiring a communication system by sign and speech in a child with Down syndrome: A longitudinal investigation. Child Language Teaching and Therapy, 61, 59–75.Google Scholar
Le Prevost, P. (1983). Using the Makaton vocabulary in early language training with a Down’s baby: A single case study. Mental Handicap, 11, 28–29.Google Scholar
Light, J., Binger, C., & Kelford Smith, A. (1994). Story reading interactions between preschoolers who use AAC and their mothers. Augmentative and Alternative Communication, 10, 255–268.Google Scholar
Light, J., Collier, B., & Parnes, P. (1985a). Communicative interaction between young nonspeaking physically disabled children and their primary caregivers: Part I - Discourse patterns. Augmentative and Alternative Communication, 1, 74–83.Google Scholar
Light, J., Collier, B., & Parnes, P. (1985b). Communicative interaction between young nonspeaking physically disabled children and their primary caregivers: Part II - Functions. Augmentative and Alternative Communication, 1, 98–107.Google Scholar
Light, J., Collier, B., & Parnes, P. (1985c). Communicative interaction between young nonspeaking physically disabled children and their primary caregivers: Part III - Modes of communication. Augmentative and Alternative Communication, 1, 125–133.Google Scholar
Light, J., Dattilo, J., English, J., Gutierrez, L., & Hartz, J. (1992). Instructing facilitators to support the communication of people who use augmentative communication systems. Journal of Speech and Hearing Research, 35, 865–875.Google Scholar
McCormick, L., & Schiefelbusch, R. (Eds.). (1990). Early language intervention: An introduction. Columbus, OH: Merrill.Google Scholar
Mirenda, P. (1985). Designing pictorial communication systems for physically able-bodied students with severe handicaps. Augmentative and Alternative Communication, 7, 58–64.Google Scholar
Musselwhite, C., & St.Louis, K. (1988). Communication programming for persons with severe handicaps: Vocal and augmentative strategies. (2nd ed.). Boston: College-Hill.Google Scholar
Paul, R. (1997). Facilitating transitions in language development for children using AAC. Augmentative and Alternative Communication, 13, 141–148.Google Scholar
Reich, R. (1978). Gestural facilitation of expressive language in moderately/severely retarded preschoolers. Mental Retardation, 16, 113–117.Google Scholar
Reichle, J., & Karlan, G. (1985). The selection of an augmentative system in communication intervention: A critique of decision rules. Journal of the Association for Persons with Severe Handicaps, 10, 146–156.Google Scholar
Reichle, J., & Sigafoos, J. (1991a). Bringing communicative behavior under the control of the appropriate stimuli. In Reichle, J., York, J., & Sigafoos, J. (Eds.), Implementing augmentative and alternative communication: Strategies for learners with severe disabilities (pp. 193–237). Baltimore: Paul H. Brookes.Google Scholar
Reichle, J., & Sigafoos, J. (1991b). Defining the decisions involved in designing and implementing augmentative and alternative communication systems. In Reichle, J., York, J., & Sigafoos, J. (Eds.), Implementing augmentative and alternative communication: Strategies for learners with severe disabilities (pp. 39–60). Baltimore: Paul H. Brookes.Google Scholar
Reichle, J., & Sigafoos, J. (1991c). Establishing spontaneity and generalization. In Reichle, J., York, J., & Sigafoos, J. (Eds.), Implementing augmentative and alternative communication: Strategies for learners with severe disabilities (pp. 157–192). Baltimore: Paul H. Brookes.Google Scholar
Romski, M., & Ruder, K. (1984). Effects of speech and speech and sign instruction on oral language learning and generalization of action + object combinations by Down’s syndrome children. Journal of Speech and Language Disorders, 49, 293–302.Google Scholar
Romski, M., & Sevcik, R. (1992). Developing augmented language in children with severe cental retardation. In Warren, S. F. & Reichle, J. (Eds.), Causes and effects in communication and language intervention (pp. 113–130). Baltimore: Paul H. Brookes.Google Scholar
Romski, M., Sevcik, R., & Adamson, L. (1999). Communication patterns of youth with mental retardation with and without their speech-output communication devices. American Journal on Mental Retardation, 104, 249–259.Google Scholar
Rotholz, D., Berkowitz, S., & Burberry, J. (1989). Functionality of two modes of communication in the community by students with developmental disabilities: A comparison of signing and communication books. Journal of the Association for Persons with Severe Handicaps, 14, 227–33.Google Scholar
Rowland, C. (1990). Communication in the classroom for children with dual sensory impairments: Studies of teacher and child behavior. Augmentative and Alternative Communication, 6, 262–274.Google Scholar
Rowland, C., & Schweigert, P. (1989a, December). Increasing spontaneous communication in nonspeaking individuals with multiple disabilities. Paper presented at the 1989 TASH Annual Conference, San Francisco, CA.Google Scholar
Rowland, C., & Schweigert, P. (1989b). Tangible symbols: Symbolic communication for individuals with multisensory impairments. Augmentative and Alternative Communication, 5, 226–234.Google Scholar
Rowland, C., & Schweigert, P. (1990). Tangible symbol systems: Symbolic communication for individuals with multisensory impairments. Tucson, AZ: Communication Skill Builders.Google Scholar
Schepis, M., Reid, D., Behrmann, M., & Sutton, K. (1998). Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching. Journal of Applied Behavior Analysis, 31, 561–578.CrossRefGoogle ScholarPubMed
Shane, H. (1986). Goals and uses. In Blackstone, S. W. (Ed.), Augmentative communication: An introduction (pp. 29–47). Rockville, MD: American Speech-Language-Hearing Association.Google Scholar
Sisson, L., & Barrett, R. (1984). An alternating treatments comparison of oral and total communication training with minimally verbally retarded children. Journal of Applied Behavior Analysis, 7, 559–556.Google Scholar
Turnell, R., & Carter, M. (1994). Establishing a repertoire of requesting for a student with severe and multiple disabilities using tangible symbols and naturalistic time delay. Australia and New Zealand Journal of Developmental Disabilities, 79, 193–207.Google Scholar
Vanderheiden, G., & Yoder, D. (1986). Overview. In Blackstone, S. W. (Ed.), Augmentative communication: An introduction (pp. 1–28). Rockville, MD: American Speech-Language-Hearing Association.Google Scholar
Weller, E., & Mahoney, G. (1983). A comparison of oral and total communication modalities on the language training of young mentally handicapped children. Education and Training of the Mentally Retarded, 18, 103–110.Google Scholar