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How Conceptual-Relational Words Are ...

Erwin-Davidson, Lisa.

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How Conceptual-Relational Words Are Taught, Used, and Learned: A Cross-Case Analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Conceptual-Relational Words Are Taught, Used, and Learned: A Cross-Case Analysis./
Author:	Erwin-Davidson, Lisa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	276 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Disability studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13858010
ISBN:	9781392202593

How Conceptual-Relational Words Are Taught, Used, and Learned: A Cross-Case Analysis.
Erwin-Davidson, Lisa.

How Conceptual-Relational Words Are Taught, Used, and Learned: A Cross-Case Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 276 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2019.

This item must not be sold to any third party vendors.

Over a 12-week period, this naturalistic cross-case ethnographic and exploratory study examined how a continuum of teacher characteristics impacted students' use and understanding of a subset of basic concept words called conceptual relational words (CRWs). Four carefully bound inclusive preschool classrooms were purposefully selected to explore how children with and without complex communication needs (CCN) used, understood, and learned CRWs within the context of their daily routines. This study addressed current problems in augmentative and alternative communication (AAC) that limit access to context-expanding vocabulary because of unfounded beliefs that young children with CCN need many nouns on their aided AAC systems and cannot learn to use and understand "abstract" concept words, and conventional thinking that "abstract" concept words only develop after "concrete" words. The long-term goals of the study were to help early educators: (a) make decisions around vocabulary selection for AAC systems that move beyond the selection of primarily context-constraining nouns for AAC systems, and (b) provide effective basic concept instruction for children with CCN. Semi-structured teacher interviews were conducted in addition to collecting an assemblage of classroom data. Through discourse analysis, observational content analysis, and thematic analysis, holistic insights were gained. Evidence suggests that CRWs were densely represented across multiple relational spaces and naturally produced by children without CCN when engaged with objects, cultural tools, and physical materials. Certain hands-on activities were more conducive than others to teacher-student use of CRWs. Children with CCN who had access to aided AAC used previously known and newly learned CRWs across multiple spaces. Children who did not have access to aided AAC demonstrated an understanding of many CRWs but had few opportunities to use them. This study contributes to our understandings of how interdependent teacher-student-context characteristics promote and inhibit both sensorimotor and conceptual language development depending on the differential experiences available to all children as they engage together in the occupation of learning.

ISBN: 9781392202593Subjects--Topical Terms:

543687
Disability studies.
Subjects--Index Terms:

AAC researchers

How Conceptual-Relational Words Are Taught, Used, and Learned: A Cross-Case Analysis.
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500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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520 $a Over a 12-week period, this naturalistic cross-case ethnographic and exploratory study examined how a continuum of teacher characteristics impacted students' use and understanding of a subset of basic concept words called conceptual relational words (CRWs). Four carefully bound inclusive preschool classrooms were purposefully selected to explore how children with and without complex communication needs (CCN) used, understood, and learned CRWs within the context of their daily routines. This study addressed current problems in augmentative and alternative communication (AAC) that limit access to context-expanding vocabulary because of unfounded beliefs that young children with CCN need many nouns on their aided AAC systems and cannot learn to use and understand "abstract" concept words, and conventional thinking that "abstract" concept words only develop after "concrete" words. The long-term goals of the study were to help early educators: (a) make decisions around vocabulary selection for AAC systems that move beyond the selection of primarily context-constraining nouns for AAC systems, and (b) provide effective basic concept instruction for children with CCN. Semi-structured teacher interviews were conducted in addition to collecting an assemblage of classroom data. Through discourse analysis, observational content analysis, and thematic analysis, holistic insights were gained. Evidence suggests that CRWs were densely represented across multiple relational spaces and naturally produced by children without CCN when engaged with objects, cultural tools, and physical materials. Certain hands-on activities were more conducive than others to teacher-student use of CRWs. Children with CCN who had access to aided AAC used previously known and newly learned CRWs across multiple spaces. Children who did not have access to aided AAC demonstrated an understanding of many CRWs but had few opportunities to use them. This study contributes to our understandings of how interdependent teacher-student-context characteristics promote and inhibit both sensorimotor and conceptual language development depending on the differential experiences available to all children as they engage together in the occupation of learning.
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