Facilitating children's learning of dynamic-display AAC devices: the effect of two instructional methods on the performance of 6- and 7-year-olds with typical development using a dual-screen prototype.
This study compared the operation of a dynamic-display AAC device in two instructional conditions: corrective feedback (CF) and dual-screen guidance (DSG). In the CF condition prompts/feedback were provided for incorrect responses; the DSG condition used errorless guided instruction only. Twenty-one children with typical development - ten 6-year-olds and 11 7-year-olds - were randomly assigned to one instructional condition and completed five sessions: three learning/testing, one generalization, and one maintenance. The children were required to reproduce visual sentence stimuli on the AAC device. Differences were found in accuracy and efficiency of 6- and 7-year-olds. The 7-year-olds were more accurate and quicker than the 6-year-olds. Differences due to instructional condition were observed for 6-year-olds only. All children generalized and maintained learning.
Quach
Wendy
W
San Jose State University, San Jose, CA 95192-0079, USA. wendy.quach@sjsu.edu
Beukelman
David
D
D000367:Age Factors; D002648:Child; D003143:Communication Devices for People with Disabilities; D003147:Communication Disorders / Q000534:rehabilitation*; D003194:Computer-Assisted Instruction / Q000295:instrumentation / Q000379:methods*; D002658:Developmental Disabilities / Q000534:rehabilitation*; D004867:Equipment Design; D006801:Humans; D007858:Learning; D012984:Software