Date Created: 9/17/2016
Posts: 9
Jennifer Kent-Walsh and Cathy Binger completed their doctoral degrees at Penn State University under the mentorship of Janice Light. They have been collaboratively researching ways to support the early language development of young children who need AAC for more than a decade. Cathy Binger, PhD, CCC-SLP, is an Associate Professor in the Department of Speech and Hearing Science at the University of New Mexico. She is engaged in ongoing research, teaching, and service in the area of AAC. Jennifer Kent-Walsh, PhD, S-LP(C), CCC-SLP, ASHA Fellow, is a Professor of Communication Sciences and Disorders at the University of Central Florida. She is also the Founding Director for the FAAST Atlantic Region Assistive Technology Demonstration Center and a Faculty Excellence Coordinator at UCF.
Today, we’ll start by presenting a broad overview of normal language development. As you see in the “Communication and Language Development: Broad Overview” visual, prelinguistic children develop prag...
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A typically-developing 18- to 24-month old child is an amazing being. At this stage, children begin to combine words (“Daddy up,” “Mama home,” “Want juice”), and then their language skills explode. Th...
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For the next few posts, we’ll explore common approaches to building language for children who use aided AAC. Today, we’ll begin with core vocabulary. What does it mean to use a core vocabulary appro...
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Which aspects of normal development are addressed with core vocabulary? Pr agmatics : The child can convey a full range of pragmatic functions using core vocabulary: requesting, rejecting, com...
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What does it mean to use a taxonomic approach to vocabulary organization? Using a taxonomic approach to vocabulary organization involves grouping symbols by superordinate categories such as people,...
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Which aspects of normal development are addressed with taxonomic vocabulary organization approaches? Pragmatics : The child can convey a full range of pragmatic functions: requesting, rejectin...
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What does it mean to use a context-based approach to vocabulary organization? Context-based displays are also known as activity-based displays and Fitzgerald keys. Using a context-based app...
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Which aspects of normal development are addressed with context-based vocabulary organization approaches? Pragmatics: The child can convey a full range of pragmatic functions: requesting, r...
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As AAC researchers interested in supporting language development, we have an obligation to objectively analyze and critique current AAC interventions and approaches. This is one way that we, as a fiel...
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The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe your child?
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
