The Additive Effects of Augmentative and Alternative Communication Systems on Novel Word Learning
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...
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ndltd-VANDERBILT-oai-VANDERBILTETD-etd-12272017-2141032018-01-18T05:41:51Z The Additive Effects of Augmentative and Alternative Communication Systems on Novel Word Learning Fuller, Elizabeth Ashley Special Education 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. Mary Louise Hemmeter Ann P Kaiser VANDERBILT 2018-01-17 text application/pdf http://etd.library.vanderbilt.edu/available/etd-12272017-214103/ http://etd.library.vanderbilt.edu/available/etd-12272017-214103/ en 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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Special Education Fuller, Elizabeth Ashley The Additive Effects of Augmentative and Alternative Communication Systems on Novel Word Learning |
description |
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. |
author2 |
Mary Louise Hemmeter |
author_facet |
Mary Louise Hemmeter Fuller, Elizabeth Ashley |
author |
Fuller, Elizabeth Ashley |
author_sort |
Fuller, Elizabeth Ashley |
title |
The Additive Effects of Augmentative and Alternative Communication Systems on Novel Word Learning |
title_short |
The Additive Effects of Augmentative and Alternative Communication Systems on Novel Word Learning |
title_full |
The Additive Effects of Augmentative and Alternative Communication Systems on Novel Word Learning |
title_fullStr |
The Additive Effects of Augmentative and Alternative Communication Systems on Novel Word Learning |
title_full_unstemmed |
The Additive Effects of Augmentative and Alternative Communication Systems on Novel Word Learning |
title_sort |
additive effects of augmentative and alternative communication systems on novel word learning |
publisher |
VANDERBILT |
publishDate |
2018 |
url |
http://etd.library.vanderbilt.edu/available/etd-12272017-214103/ |
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AT fullerelizabethashley theadditiveeffectsofaugmentativeandalternativecommunicationsystemsonnovelwordlearning AT fullerelizabethashley additiveeffectsofaugmentativeandalternativecommunicationsystemsonnovelwordlearning |
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1718611439400255488 |