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The effect of the syntactically sali...

Moore, Jacquelyn Renee.

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The effect of the syntactically salient storybook intervention model on the syntax of children who use augmentative and alternative communication (AAC).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effect of the syntactically salient storybook intervention model on the syntax of children who use augmentative and alternative communication (AAC)./
作者:	Moore, Jacquelyn Renee.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2006,
面頁冊數:	288 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-02, Section: B, page: 9280.
Contained By:	Dissertation Abstracts International68-02B.
標題:	Speech therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3249983
ISBN:	9781109882612

The effect of the syntactically salient storybook intervention model on the syntax of children who use augmentative and alternative communication (AAC).
Moore, Jacquelyn Renee.

The effect of the syntactically salient storybook intervention model on the syntax of children who use augmentative and alternative communication (AAC). - Ann Arbor : ProQuest Dissertations & Theses, 2006 - 288 p.

Source: Dissertation Abstracts International, Volume: 68-02, Section: B, page: 9280.

Thesis (Ph.D.)--Howard University, 2006.

There is a paucity of information about how individuals who use augmentative and alternative communication (AAC) develop syntactical skills. This leaves professionals in the field of Augmentative and Alternative Communication with a critical need to research the types of supports that will facilitate the development of language in children with complex communication needs who use AAC.

ISBN: 9781109882612Subjects--Topical Terms:

520446
Speech therapy.

The effect of the syntactically salient storybook intervention model on the syntax of children who use augmentative and alternative communication (AAC).
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245 1 4 $a The effect of the syntactically salient storybook intervention model on the syntax of children who use augmentative and alternative communication (AAC).
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500 $a Source: Dissertation Abstracts International, Volume: 68-02, Section: B, page: 9280.
500 $a Adviser: Ovetta L. H. Harris.
502 $a Thesis (Ph.D.)--Howard University, 2006.
520 $a There is a paucity of information about how individuals who use augmentative and alternative communication (AAC) develop syntactical skills. This leaves professionals in the field of Augmentative and Alternative Communication with a critical need to research the types of supports that will facilitate the development of language in children with complex communication needs who use AAC.
520 $a The specific aim of the study was to determine the effectiveness of the use of syntactically salient storybooks, in the context of interactive reading, on the syntactical productions of children who use AAC to communicate. The model will be referred to as SS-SIM (Syntactically Salient-Storybook Intervention Model). SS-SIM consisted of the use of storybooks that were designed to emphasize specific syntactic structures needed by the participants. These storybooks, called SS-Storybooks (Syntactically Salient-Storybooks), were used in repeated interactive readings with the systematic implementation of scaffolding strategies to support the process of language development.
520 $a The participants were between the ages of 6.0 and 11.5 years, had limited verbal output, and evidenced delay in syntactical production skills as noted by the expressive output on AAC devices. All of the participants had been using AAC to communicate for at least two years prior to entrance into the study. This study employed a single-subject research design known as the multiple baseline with multiple probe technique. This design is used to evaluate the effectiveness of intervention strategies. The effect of the intervention will be examined over four participants and over two syntactical structures (behaviors).
520 $a An initial language sample probe was taken to determine baseline language performance levels. As the intervention progressed, periodic language sample probes were collected to monitor changing patterns in syntactic production. The results of the study revealed that SS-SIM was an effective intervention for the development of syntactic skills for individuals with similar profiles. In addition, incidental learning as noted by the acquisition of other linguistic structures and skills was accomplished.
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