Vocabulary Learning Across Two AAC Systems in Children
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Date
2019-12
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Publisher
The Ohio State University
Abstract
All individuals have unique preferences to their personal style of communication. When clinicians are selecting Augmentative and Alternative Communication (AAC) devices for their clients, it is vital to choose a device that complements the individual’s preferences and needs (ASHA, n.d.). This study looks at children learning vocabulary on two widely used AAC systems, a location-based system and a symbol-based system. These two systems resemble different learning styles. The location-based system resembles moving articulators in a specific pattern to produce a spoken word, or the motor production of speech. Rather, the symbol-based system mimics the early readers learning sight words. These sight words are utilized by children to quickly identify commonly used vocabulary words. The same skills used for identifying sight words are used in selecting a symbol on a symbol-based AAC system. Not only is the initial learning of vocabulary important, retention is just as significant, if not more. The goal is for people who use AAC to retain their vocabularies in order to best satisfy their communicative needs in a variety of situations and environments.
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Keywords
Word Learning, Retention, AAC organization, Fast mapping, Augmentative and Alternative Communication