Post #8: Current Approaches: Context-Based Vocabulary Organization Part 2

Jennifer Kent-Walsh & Cathy Binger

10/4/2016 4:15 PM

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, rejecting, commenting, greeting, etc. In fact, a range of pragmatic functions may be emphasized if displays are created in consideration of all pragmatic aspects of given activities.
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• Semantics: It is possible for children to gain access to a variety of semantic classes via the context-based vocabulary organization – that is, not just nouns, but also verbs, prepositions, adjectives, etc.
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• Syntax: A major strength of this approach isthat it allows children to readily build complete sentences – far more easily than with the other two approaches we explored in our previous posts. Children are able to select individual symbols one by one to create sentences without undue cognitive burdens – that is, for simpler displays that are not linked to more sophisticated taxonomic approaches. As more features are added that allow for increasing complexity, of course the cognitive burdens on the child will increase as well.
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• Morphology: Morphological markers are sometimes available, depending on how each display is constructed. We argue that morphological markers should be placed on these displays for many children; typically developing children begin using these markers before they are 2-years-old.

Which aspects are NOT fully addressed with context-based vocabulary organization approach?

• Pragmatics: Pragmatic skills do not need to be limited by the context-based vocabulary organization approach if careful consideration is given to vocabulary selection.
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• Semantics: As with the core vocabulary approach, context-based displays offer distinct strengths and weaknesses. While they provide the child with different word classes (nouns, verbs, adjectives, etc.), only a limited number of words are available at any one time. That is, children can more easily create sentences when they do not have to search across displays for words, but only so many words can be placed on one display. This can be alleviated, however, in high-tech AAC systems which afford layered folders or ‘pop ups’ which increase the range of available vocabulary items across displays – but these increase the child’s cognitive load.
• Two modifications may help maximize vocabulary access while minimizing cognitive loads: (1) high tech apps might include ‘pop up windows’, which contain vocabulary such as colors, numbers, and letter vocabulary; and (2) low tech displays might include a fixed ring of flexible (or core) vocabulary to be used in conjunction with the context-specific vocabulary contained in the individual context displays.
• Two additional drawbacks of this approach are: (1) symbols do not stay in one single location – for example, ‘car’ may appear on any number of different displays (vehicle play, going to school, etc.); and (2) a symbol that a child needs may be on an illogical display; for example, the child wants to say that she was cut by a piece of glass, but the symbol for ‘glass’ is only located on a display for lunch (i.e., a drinking glass).
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• Syntax: Although this approach is designed to simplify word-by-word sentence productions, the child will likely need sophisticated software that contains advanced grammatical features to produce sentences of ever-increasing grammatical complexity.
• Morphology: Similarly, without advanced (and intuitive) features affording access to morphological markers, it may be difficult for children to practice and develop morphological skills in a context-based vocabulary organization approach.

Overall, we suggest it is possible to adhere to principles of normal language development when employing a context-based approach to organizing vocabulary within an AAC system, but it also has distinct weaknesses. This approach is particularly well-suited for helping children quickly learn how to construct sentences (syntax), but it can be particularly challenging for also supporting rapidly increasing expressive vocabulary (semantics). This approach requires careful consideration and customization.

In our final post, we will attempt to synthesize what we have discussed across our series of posts, knowing that there is far more work to be accomplished as the AAC field moves forward.

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