Quantitative Data on Young Child Language Use: Implications for AAC
By Banajee, Meher; Baker, Bruce; Anderson, Annalee; Closing the Gap, Vol. 22, No. 3, pp. 1, 10-13, 28Publication Date: August/September 2003
Article discusses the implications of quantitative data on young child language in the use of alternative and augmentative communication (AAC) devices. Unprompted vocabulary was collected from 50 toddlers between the ages of 24 and 36 months. The participants were enrolled in five different preschools, and vocabulary was recorded during two activities: (1) play within interest centers, and (2) snack time. All participants were screened using the Ages and Stages Questionnaires (ASQ), which is a parent completed, child-monitoring system. The ASQ indicated that the participants were functioning at age-appropriate developmental levels, and that they used a variety of two to three word utterances, spontaneously initiated interaction, maintained interaction by taking turns, terminated interaction appropriately, and consistently followed simple one-step directives and some two-step directives without gestures. Results revealed that all of the participants used nine common words, which included pronouns, verbs, prepositions, and demonstratives. The authors conclude that it is important to consider the role of pragmatics, semantics, and syntax of language while engaging in vocabulary selection and AAC intervention.
Assistive Products Discussed: AGES & STAGES QUESTIONNAIRES, THIRD EDITION (ASQ-3)
Published by: Closing the Gap, Inc. (Website:http://www.closingthegap.com)
