期刊
JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH
卷 47, 期 5, 页码 1133-1148出版社
AMER SPEECH-LANGUAGE-HEARING ASSOC
DOI: 10.1044/1092-4388(2004/084)
关键词
augmentative and alternative communication (AAC); assistive technology; dynamic displays; children; learning
The present study investigated the learning demands of dynamic display augmentative and alternative communication (AAC) technologies that differed in system layout and menu page approaches for 3-year-old children. Ten typically developing children were randomly assigned to each of 3 technology approaches and were asked to located vocabulary items within a play context. Results indicated that the children had difficulty with all of the technologies on initial exposure. After the 1st learning session, children performed significantly better with AAC technologies in a contextual scene format than in a grid format. Some limited generalization to new vocabulary was evident. AAC technologies for young children need to be redesigned to better reflect the developmental models of children. Results are discussed with implications for practice and suggestions for future research.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据