The purpose of this study was to understand the potential benefit of auditory and pictorial components of alternative and augmentative communication (AAC) systems in facilitating novel word learning for typically developing children. Thirteen typically developing children between the ages of 3 and 4 years (mean age 4.1 yrs) were taught novel words during a play-based exposure. A within-subject group design was implemented to compare childrenâs ability to learn novel words across four conditions: (1) spoken model only, (2) spoken model with AAC picture, (3) spoken model with AAC auditory output, and (4) spoken model with AAC picture and auditory output. There were no significant differences between conditions on expressive or receptive probes for word learning. Although on average children verbally used the novel words more frequently in conditions that had an AAC component compared to the condition without the AAC component, this difference was not significant. Future research should continue to explore the mechanism by which AAC devices assist children in word learning. Understanding how instruction incorporating AAC supports word learning may inform the design of effective interventions for children with significant language impairment.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-12272017-214103 |
| Date | 17 January 2018 |
| Creators | Fuller, Elizabeth Ashley |
| Contributors | Mary Louise Hemmeter, Ann P Kaiser |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-12272017-214103/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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