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The Effects of an Aided Augmentative System on Communication and Speech in a Preschool Child with Developmental Delay: A Case Study

Published online by Cambridge University Press:  26 February 2016

Mark Carter
Mark Carter*
Affiliation:
Macquarie University Special Education Centre
*
Correspondence to: Mark Carter, Special Education Centre, Macquarie University, NSW 2109, Australia. Phone: + 61 2 9850-7880, Facsimile: + 61 2 9850-8254, Email: mark.carter@mq.edu.au
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Abstract

The effect of an aided graphic augmentative communication system on communication and speech in a 4‐year 7‐month‐old child with developmental delay was evaluated in this case study. An alternating treatment design was used across 2 mealtime settings (morning tea and lunch) over a 6‐week period with counterbalancing of aided and unaided conditions. Once graphic symbol use emerged, there were slightly higher levels of unprompted communication and requests in the aided condition and a lower proportion of acts contained nonsymbolic communication. There was also a higher number of different words + symbols used in the aided condition. The introduction of the graphic symbols did not appear to have detrimental effects on speech but there was no evidence of sustained increase in frequency of speech or spoken vocabulary in the aided condition. Substantial increases were noted in the number of unprompted communicative turns and range of total vocabulary over the course of the study in both conditions. The need for further research on the effects of AAC on speech and communication in preschool children is highlighted.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 23 , Issue 1 , 1999 , pp. 25 - 46
Copyright
Copyright © The Australian Association of Special Education 1999

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