An Investigation of Developmental Changes in Interpretation and Construction of Graphic AAC Symbol Sequences through Systematic Combination of Input and Output Modalities.
While research on spoken language has a long tradition of studying and contrasting language production and comprehension, the study of graphic symbol communication has focused more on production than comprehension. As a result, the relationships between the ability to construct and to interpret grap...
| Publicado en: | AAC: Augmentative & Alternative Communication Vol. 23; no. 4; pp. 187 - 200 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103884727&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103884727 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07434618 9OD jtl: AAC: Augmentative & Alternative Communication issn: 07434618 maglogo: Y pubinfo: dt: Dec2007 vid: 23 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 103884727 103884727 2012698970 10.3109/07434618.2014.940465 NLM25109228 103884727 ppf: 187 ppct: 13 formats: fmt: @attributes: type: P tig: atl: An Investigation of Developmental Changes in Interpretation and Construction of Graphic AAC Symbol Sequences through Systematic Combination of Input and Output Modalities. aug: au: Trudeau, Natacha Sutton, Ann Morford, Jill P. affil: École d'Orthophonie et d'Audiologie, Université de Montréal, and Centre de Réadaptation Marie-Enfant, Centre Hospitalier Universitaire Sainte Justine, Montréal, Quebec, Canada sug: subj: Alternative and Augmentative Communication Graphics Utilization Task Performance and Analysis Human Quebec Child, Preschool Child Child Development Protocols Descriptive Statistics Male Female Word Lists Interrater Reliability Kruskal-Wallis Test Mann-Whitney U Test Wilcoxon Rank Sum Test Chi Square Test Age Factors Funding Source Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: While research on spoken language has a long tradition of studying and contrasting language production and comprehension, the study of graphic symbol communication has focused more on production than comprehension. As a result, the relationships between the ability to construct and to interpret graphic symbol sequences are not well understood. This study explored the use of graphic symbol sequences in children without disabilities aged 3;0 to 6;11 (years; months) ( n = 111). Children took part in nine tasks that systematically varied input and output modalities (speech, action, and graphic symbols). Results show that in 3- and 4-year-olds, attributing meaning to a sequence of symbols was particularly difficult even when the children knew the meaning of each symbol in the sequence. Similarly, while even 3- and 4-year-olds could produce a graphic symbol sequence following a model, transposing a spoken sentence into a graphic sequence was more difficult for them. Representing an action with graphic symbols was difficult even for 5-year-olds. Finally, the ability to comprehend graphic-symbol sequences preceded the ability to produce them. These developmental patterns, as well as memory-related variables, should be taken into account in choosing intervention strategies with young children who use AAC. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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