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Teaching Graphic Symbol Combinations to Children with Limited Speech During Shared Story Reading

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TitleTeaching Graphic Symbol Combinations to Children with Limited Speech During Shared Story Reading
Publication TypeJournal Article
AbstractThe aim of this study was to determine the effect of an intervention strategy on the production of graphic symbol combinations in children with limited speech. Four children between the ages of 6;5 and 10;8 (years;months) with limited speech participated in the study. A single-subject, multiple probe design across three different types of semantic relations was used. Generalization to untrained exemplars was also monitored. Results were mixed across the four participants: two participants learned to combine symbols across different types of relations, maintained these skills post intervention, and generalized their skills to untrained combinations; and two participants showed less consistent evidence of learning. The effects, as measured during structured probes, were strong for one participant, moderate for another, and inconclusive for the two others. Responses during shared story reading suggested that the measurement probes might have underestimated participants’ ability to combine symbols.
AuthorsTönsing, K. M., Dada S., and Alant E.
Year of Publication2014
PublicationJournal of Augmentative and Alternative Communication
Volume30
Issue4
Pages279-297
ISSN0743-4618 (print), 1477-3848 (online)
Publisher DOIhttp://informahealthcare.com/doi/abs/10.3109/07434618.2014.965846
Keywords (MeSH)child, communication, communication aids for disabled, learning, reading, speech disorders
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