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Adult partner-augmented communication input to youth with mental retardation using the System for Augmenting Language
R A Sevcik1, M A Romski, R V Watkins
1Department of Psychology, Georgia State University, Atlanta 30303, USA.
Journal of Speech and Hearing Research
|August 1, 1995
Summary
Adult partners provided augmented input to youth with mental retardation using the System for Augmenting Language (SAL). Partner input varied between home and school settings, supporting youth learning.
Area of Science:
- Augmentative and Alternative Communication (AAC)
- Developmental Disabilities
- Speech-Language Pathology
Background:
- Children with mental retardation often require Augmentative and Alternative Communication (AAC) to support language development.
- The System for Augmenting Language (SAL) is an AAC system designed to aid communication.
- Understanding partner input is crucial for effective AAC implementation.
Purpose of the Study:
- To analyze the frequency and characteristics of augmented input provided by adult partners to youth using the System for Augmenting Language (SAL).
- To compare augmented input patterns between home and school environments.
- To assess the potential of partner input to facilitate the youth's acquisition of SAL.
Main Methods:
- Observational study analyzing video recordings of 13 youth with mental retardation interacting with their partners.
- Quantitative and qualitative analysis of augmented input provided by home and school partners.
- Focus on input frequency, directiveness, and symbol placement within utterances.
Main Results:
- Significant differences were found in the frequency of augmented input between home and school settings.
- The manner and style of augmented input, including directiveness and lexigram symbol placement, differed between environments.
- Partner input was generally provided in a way that was conducive to the youth learning SAL.
Conclusions:
- Partner augmented input plays a significant role in supporting the use of AAC systems like SAL.
- Environmental context (home vs. school) influences the nature of partner-provided augmented input.
- Naturalistic partner input strategies appear beneficial for promoting AAC learning in youth with mental retardation.
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