Facilitating children's learning of dynamic-display AAC devices: the effect of two instructional methods on the performance of 6- and 7-year-olds with typical development using a dual-screen prototype.
This study compared the operation of a dynamic-display AAC device in two instructional conditions: corrective feedback (CF) and dual-screen guidance (DSG). In the CF condition prompts/feedback were provided for incorrect responses; the DSG condition used errorless guided instruction only. Twenty-one...
| Publicado en: | AAC: Augmentative & Alternative Communication Vol. 26; no. 1; pp. 1 - 12 |
|---|---|
| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2010
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | This study compared the operation of a dynamic-display AAC device in two instructional conditions: corrective feedback (CF) and dual-screen guidance (DSG). In the CF condition prompts/feedback were provided for incorrect responses; the DSG condition used errorless guided instruction only. Twenty-one children with typical development -- ten 6-year-olds and 11 7-year-olds -- were randomly assigned to one instructional condition and completed five sessions: three learning/testing, one generalization, and one maintenance. The children were required to reproduce visual sentence stimuli on the AAC device. Differences were found in accuracy and efficiency of 6- and 7-year-olds. The 7-year-olds were more accurate and quicker than the 6-year-olds. Differences due to instructional condition were observed for 6-year-olds only. All children generalized and maintained learning. |
|---|