Predicting Language Outcomes for Children Learning Augmentative and Alternative Communication: Child and Environmental Factors

Autor/inn/en	Brady, Nancy C.; Thiemann-Bourque, Kathy; Fleming, Kandace; Matthews, Kris
Titel	Predicting Language Outcomes for Children Learning Augmentative and Alternative Communication: Child and Environmental Factors
Quelle	In: Journal of Speech, Language, and Hearing Research, 56 (2013) 5, S.1595-1612 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2013/12-0102)
Schlagwörter	Augmentative and Alternative Communication; Hearing Impairments; Language Skills; Language Acquisition; Preschool Children; Predictor Variables; Cognitive Development; Comprehension; Nonverbal Communication; Communication Skills; Adults; Influences; Vocabulary Development; Factor Analysis; Structural Equation Models; Family Environment; Educational Environment; Developmental Disabilities; Play + Suchen Sie Ihr Suchwort? Hearing impairment; Hörbehinderung; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Kognitive Entwicklung; Verstehen; Verständnis; Non-verbal communication; Nonverbale Kommunikation; Kommunikationsstil; Influence; Einfluss; Einflussfaktor; Wortschatzarbeit; Faktorenanalyse; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Entwicklungsstörung; Spiel
Abstract	Purpose: To investigate a model of language development for nonverbal preschool-age children learning to communicate with augmentative or alternative communication. Method: Ninety-three preschool children with intellectual disabilities were assessed at Time 1, and 82 of these children were assessed 1 year later, at Time 2. The outcome variable was the number of different words the children produced (with speech, sign, or speech-generating devices). Children's intrinsic predictor for language was modeled as a latent variable consisting of cognitive development, comprehension, play, and nonverbal communication complexity. Adult input at school and home, and amount of augmentative or alternative communication instruction, were proposed mediators of vocabulary acquisition. Results: A confirmatory factor analysis revealed that measures converged as a coherent construct, and a structural equation model indicated that the intrinsic child predictor construct predicted different words children produced. The amount of input received at home, but not at school, was a significant mediator. Conclusions: The hypothesized model accurately reflects a latent construct of Intrinsic Symbolic Factor (ISF). Children who evidenced higher initial levels of ISF and more adult input at home produced more words 1 year later. The findings support the need to assess multiple child variables and suggest interventions directed to the indicators of ISF and input. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10