An Investigation of Developmental Changes in Interpretation and Construction of Graphic AAC Symbol Sequences through Systematic Combination of Input and Output Modalities

作者：Trudeau Natacha^*; Sutton Ann; Morford Jill P

来源：Augmentative and Alternative Communication, 2014, 30(3): 187-199.

DOI：10.3109/07434618.2014.940465

• Augmentative and alternative communication
• Symbol sequences
• Input modality
• Output modality
• Children
• Typical development

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 diffi cult 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 diffi cult for them. Representing an action with graphic symbols was diffi cult 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.

• 出版日期2014-9