TY - JOUR
T1 - Teaching preschoolers with down syndrome using augmentative and alternative communication modeling during small group dialogic reading
AU - Quinn, Emily D.
AU - Kaiser, Ann P.
AU - Ledford, Jennifer R.
N1 - Publisher Copyright:
© 2019 American Speech-Language-Hearing Association.
PY - 2020/2
Y1 - 2020/2
N2 - Purpose: This study evaluated the effect of aided augmentative and alternative communication modeling (AAC-MOD) on the communication skills of children with Down syndrome (DS) during small group dialogic reading. Method: Four children with DS between 3;1 and 5;3 (years; months; M = 4;5) and 5 typically developing peers between 3;5 and 5;9 (M = 4;3) participated. Effects were examined using a multiple probe across behaviors design with 4 children with DS. To simulate typical dialogic reading routines in inclusive classrooms, a strategy called Read, Ask, Answer, Prompt (Binger, Kent-Walsh, Ewing, & Taylor, 2010) was applied during the baseline and intervention sessions. Results: A functional relation was demonstrated between (a) AAC-MOD and percentage of correctly identified symbols for 3 participants, (b) AAC-MOD and rate of symbolic communication for 2 participants, and (c) AACMOD and number of different words for 2 participants. Increases in number of multiple word combinations occurred for 2 participants. All 4 children maintained their percentage of correctly identified symbols. Increases in rate of symbolic communication did not generalize to thematic play contexts, a distal measure of response generalization. Conclusion: AAC-MOD is an effective strategy for teaching target vocabulary and increasing rate of symbolic communication in young children with DS.
AB - Purpose: This study evaluated the effect of aided augmentative and alternative communication modeling (AAC-MOD) on the communication skills of children with Down syndrome (DS) during small group dialogic reading. Method: Four children with DS between 3;1 and 5;3 (years; months; M = 4;5) and 5 typically developing peers between 3;5 and 5;9 (M = 4;3) participated. Effects were examined using a multiple probe across behaviors design with 4 children with DS. To simulate typical dialogic reading routines in inclusive classrooms, a strategy called Read, Ask, Answer, Prompt (Binger, Kent-Walsh, Ewing, & Taylor, 2010) was applied during the baseline and intervention sessions. Results: A functional relation was demonstrated between (a) AAC-MOD and percentage of correctly identified symbols for 3 participants, (b) AAC-MOD and rate of symbolic communication for 2 participants, and (c) AACMOD and number of different words for 2 participants. Increases in number of multiple word combinations occurred for 2 participants. All 4 children maintained their percentage of correctly identified symbols. Increases in rate of symbolic communication did not generalize to thematic play contexts, a distal measure of response generalization. Conclusion: AAC-MOD is an effective strategy for teaching target vocabulary and increasing rate of symbolic communication in young children with DS.
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U2 - 10.1044/2019_AJSLP-19-0017
DO - 10.1044/2019_AJSLP-19-0017
M3 - Article
C2 - 31697898
AN - SCOPUS:85079660721
SN - 1058-0360
VL - 29
SP - 80
EP - 100
JO - American Journal of Speech-Language Pathology
JF - American Journal of Speech-Language Pathology
IS - 1
ER -