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Cynthia DiCarlo, M.Ed.
Meher Banajee, M.A., CCC-SLP
Sarintha Stricklin, Ph.D.
Louisiana State University Health Sciences Center
New Orleans, La.
Dennis Reid, Ph.D.
Carolina Behavior Analysis and Support Center
Morganton, N.C.
Louisiana State University Health Sciences Center
Human Development Center
Infant/Toddler and Family Services Program
1100 Florida Avenue Building #124
New Orleans, Louisiana 70119
(504) 942-8200
E-mail: cdicarlo@hdc.lsumc.edu
Proposal submitted for presentation at the Sixteenth Annual
International Conference "Technology and Persons with
Disabilities", March 19-24, 2001, Los Angeles, CA.
Integrating Augmentative And Alternative Communication Into
Inclusive Early Childhood Classrooms: A Synthesis Of Findings
Across Three Classroom-Based Research
Substantial research has indicated that assistive technology is
useful in facilitating active participation of children with
disabilities across multiple environments (cf., Butler, 1986;
Horn & Warren, 1987; Paulsson & Christoffersen, 1984;
Verburg, Snell, Pilkington, et al., 1984; Silverman, 1989;
Sullivan & Lewis, 1990). Appropriate use of assistive
technology can promote skill development across developmental
domains and independence in children (cf., Behrman, Jones, &
Wilds, 1989; Blackman, 1985; Church & Glennen, 1992; Cook
& Hussey, 1995; Swinth & Case-Smith, 1993). One type of
assistive technology is the focus of this presentation,
augmentative and alternative communication systems.
Specifically, findings of three classroom-based research
projects investigating related areas of augmentative and
alternative communication will be described and practical
implications for teachers, speech therapists, and families will
be discussed. The three research projects investigated: a)
effects of manual signing on communicative vocalizations by
toddlers with and without disabilities in inclusive early
intervention classrooms; b) core and fringe vocabulary of
toddlers and effectiveness of use on augmentative communication
devices within classroom activities; and c) the use of voice
output to increase initiations of toddler with disabilities
participating in inclusive early intervention classrooms.
Findings of these research projects are described in the
following sections. Implications for use of augmentative and
alternative communication systems within inclusive early
childhood classrooms form the conclusion of the proposal.
Effects of manual signing on communicative vocalizations by
toddlers with and without disabilities in inclusive early
intervention classrooms. Inclusive programs involving toddlers
with and without disabilities are becoming increasingly common.
However, little research has evaluated effects of specific
aspects of inclusive services on participating toddlers who do
not have disabilities. Due in part to parental concerns over a
potentially reductive impact of manual signing on the
communicative vocalizations of typically developing toddlers, we
evaluated effects of manual signing by a classroom teacher on
vocalizations of toddlers in two inclusive classrooms (total of
12 toddlers with disabilities and 11 without disabilities).
Manual signing was sequentially introduced by the classroom
teacher within ongoing vocal interactions with the toddlers in
six play activities.
Results indicated that teacher signing was accompanied by
increases in communicative interactions involving signing with
the teacher by each group of toddlers with and without
disabilities. No reductive effects on communicative vocalizations
were observed for any toddler group. Vocalizations among the
toddlers with and without disabilities continued at the overall
baseline frequency while the signing program was in effect even
though these toddlers began to use manual signing in their
ongoing communicative interactions with the teacher. Such results
would seem to offer encouragement for the utility of using manual
signing as part of ongoing vocal interactions by staff in
inclusive settings for toddlers. For the typically developing
toddlers though, at this point it is not clear how using manual
signing in addition to their vocal communicative interactions
might benefit the toddlers. However, from the point of view of
toddlers with disabilities, it would appear advantageous that
their typically developing peers learn manual signing skills.
Such skills would seem to enhance the likelihood of future
interactions between toddlers with and without disabilities by
providing the former toddlers with more potential communication
partners who can communicate in the same manner as the toddlers
with disabilities.
Core and fringe vocabulary of toddlers and effectiveness of use
on augmentative communication devices within classroom
activities. Issues surrounding vocabulary selection arise when
creating age appropriate overlays for augmentative and
alternative communication systems. Preliterate toddlers are
unable to generate their own unique messages using letter by
letter spelling. Typically, significant adults in the
toddler’s life perform vocabulary selection for this age
group. Researchers suggest assigning vocabularies to two groups:
a) core vocabulary, which is vocabulary needed for participation
across different contexts and activities; and b) fringe
vocabulary, which is vocabulary specific to a particular activity
or context. Most devices are programmed with fringe or context
specific vocabulary. Speech pathologists are typically trained to
determine fringe vocabulary by conducting an ecological inventory
(observing typically developing peers and noting the vocabulary
used by them during an activity). This vocabulary is context
specific and does not necessarily generalize to other
contexts.
There is a need for a core vocabulary that can be programmed on
AAC systems for use by toddlers across multiple contexts.
Previous research has investigated and determined core
vocabularies for preschoolers and older individuals. However, the
need to establish a core vocabulary list for toddlers existed.
The purpose of this study was to collect language samples from
speaking toddlers who were 24 to 36 months of age and analyze
these samples for common words in order to develop a core
vocabulary list.
Core vocabulary data was collected for 3 toddlers during two
different activities (center time and snack time) within an
inclusive early intervention classroom. Results of data analyses
revealed that 16 words were used across both activities. This
list of words contained pronouns, verbs, prepositions and
demonstratives. Words representing different pragmatic functions
also were noted. Nouns were found to be absent. These vocabulary
findings of toddlers are similar to previous findings of studies
of vocabulary of preschoolers, adolescents, and adults.
Using a multiple baseline single-subject design, fringe
vocabulary was used along with core vocabulary on AAC systems
with two nonverbal toddlers during snack time and free play
activities. During baseline, only fringe vocabulary was used.
When core vocabulary was added, an increase in use of the device
was noted with both toddlers. Both toddlers combined core and
fringe vocabulary words to form simple sentences. Expressive
language of the second toddler increased whereas the expressive
language of the first toddler increased at home (per parent
report), although no difference was seen in the classroom
setting.
One of the limitations of the core vocabulary research project
was the small number of toddlers used to develop a core
vocabulary list. A second research project was conducted with 50
toddlers from five different daycare centers. Although some
differences were noted in the final vocabulary that was
determined, similarities included the absence of nouns and the
presence of pronouns, verbs, prepositions and
demonstratives.
Use of voice output to increase initiations of young to with
disabilities participating in inclusive early intervention
classrooms. The benefits of voice output devices for nonverbal
individuals have been reported throughout AAC literature. Use of
voice output devices allow individuals to initiate communication,
as well as respond to the communication of others. Many parents
and professionals are intimated by the bells and whistles of high
technology voice output devices. In addition to selecting
vocabulary and programming devices, many feel that toddlers using
the device will need to be trained. This additional task can be a
potential barrier to parents, teachers, and therapists. However,
it is possible to incorporate the use of voice output devices
within the context of naturally occurring routines with no
additional training of the toddler.
A multiple baseline study evaluated the effects of using voice
output devices to facilitate communicative initiation behaviors
of 2 toddlers who were developmentally delayed and nonverbal.
Data were collected during snack time on specific communication
behaviors. Both toddlers increased their specific initiations
(communication attempts that can be identified for a particular
item or action). No formal training was provided. Adults modeled
the use of the device within the context of the routine.
Comparisons with a typically developing peer suggested the voice
output device enabled both toddlers to increase their specific
initiated communication behavior closer to that of the peer.
Results support the use of augmentative voice output devices with
nonverbal toddlers.
Practical implications of research findings for integrating
augmentative and alternative communication within early childhood
classrooms. Although continued research is needed, data from
these three classroom-based research projects provide initial
evidence supporting the use of augmentative and alternative
communication systems within inclusive early intervention
classrooms. When embedded within classroom centers and routine
activities, augmentative and alternative communication can be
useful in facilitating participation by increasing initiations
and interactions.
The use of multiple systems, including sign language and voice
output devices, expands a child’s opportunities to
communicate, providing the toddler with increased opportunities
to initiate, make choices, or terminate activities. To be
effective, voice output devices and sign language should be used
throughout the classroom to promote communication within
different centers and activities. The combination of core and
fringe vocabularies allows toddlers to create novel utterances
and should be incorporated while using the voice output
devices.
The use of augmentative and alternative communication can
increase opportunities for participation of all toddlers.
Embedding technology into classroom center and activities will
provide multiple opportunities to practice new skills and gain
success. With repeated use by toddlers and adults, augmentative
communication will become a natural part of the classroom.
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