Speech, language and aided communication: connections and questions in a developmental context.
OBJECTIVE
This discussion paper focuses on four potential complexities in the language development of children with severe congenital speech impairments, who use graphic symbols as a primary means of expression.


METHODS
Some of the literature in relation to language development in aided communication is reviewed.


RESULTS
Four potentially significant connections are discussed, relating to: (i) the features of graphic symbols; (ii) the complexity of multi-modal communication; (iii) the impact of selection and production on the process of developing a language system; and (iv), the connection between development and learning.


CONCLUSIONS
It is proposed that the connections outlined are of fundamental significance in guiding intervention planning and in supporting language development in ways that have theoretical coherence.
Smith
Martine
M
School of Clinical Speech and Language Studies, Trinity College, Dublin, Ireland. mmsmith@tcd.ie
D002648:Child; D003143:Communication Devices for People with Disabilities; D005246:Feedback; D006801:Humans; D007804:Language Development; D010700:Phonetics; D013064:Speech Disorders / Q000534:rehabilitation*; D013065:Speech Intelligibility