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Modeling an AAC device to young children
DISSERTATION

, Kent State University, United States

Kent State University . Awarded

Abstract

Textbooks and articles in the field of AAC state that modeling an AAC device is an effective and appropriate way to increase AAC device use. To evaluate this claim, the study involved three age groups of children, seventeen 1-year-old, eighteen 2-year-old, and nineteen 3-year-old typically developing subjects, who were read stories using an AAC device under three conditions: No-Model (NM), Title-Only (TO), and Whole Story (WS). The number of activations, spoken words, and shifts in attention to (a) storybook, (b) experimenter, (c) device, and (d) "other" were measured.

Significantly more AAC device activations occurred under TO and WS conditions than NM condition. No significant difference in the number of activations between TO and WS was found. In addition no significant differences in device activation were found between the three age groups.

Significantly more words were spoken across conditions (NM > TO > WS) and across ages (3-year-olds > 2-year-olds > 1-year-olds). A significant age by condition interaction for spoken words occurred: for 3-year-olds NM < TO < WS, for 2-year-olds NM > TO < WS, and for 1-year-olds NM > TO > WS.

Significant shifts in attention toward the storybook and device were found: WS > TO > NM. Significant shifts in attention occurred toward the experimenter more in TO and WS conditions than NM condition. Significantly more shifts in attention occurred toward "other" stimuli in NM condition than TO and WS conditions. Significant shifts in attention between the age groups also were found. One-year-olds attended to experimenter more than 2-year-olds. Attention toward "other" increased with age (1-year-olds > 2-year-olds >3-year-olds).

Results of this research support the claim that modeling an AAC device is beneficial under the TO and WS conditions as compared to the NM condition given that there was an increase in activations and attention and decrease spoken words. Future research should involve different models, tasks, and subjects with disabilities.

Citation

Pitkin, S.E. Modeling an AAC device to young children. Ph.D. thesis, Kent State University. Retrieved December 19, 2018 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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