Learning of dynamic display AAC technologies by typically developing 3-year-olds: effect of different layouts and menu approaches.
The present study investigated the learning demands of dynamic display augmentative and alternative communication (AAC) technologies that differed in system layout and menu page approaches for 3-year-old children. Ten typically developing children were randomly assigned to each of 3 technology approaches and were asked to located vocabulary items within a play context. Results indicated that the children had difficulty with all of the technologies on initial exposure. After the 1st learning session, children performed significantly better with AAC technologies in a contextual scene format than in a grid format. Some limited generalization to new vocabulary was evident. AAC technologies for young children need to be redesigned to better reflect the developmental models of children. Results are discussed with implications for practice and suggestions for future research.
Drager
Kathryn D R
KD
Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park 16802, USA. kdd5@psu.edu
Light
Janice C
JC
Carlson
Rhonda
R
D'Silva
Karen
K
Larsson
Brittany
B
Pitkin
Laura
L
Stopper
Gini
G
D000704:Analysis of Variance; D002675:Child, Preschool; D003143:Communication Devices for People with Disabilities; D004867:Equipment Design; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D015203:Reproducibility of Results