PDF herunterladen
Semin Speech Lang 2019; 40(04): 320-332
DOI: 10.1055/s-0039-1692966
Review Article
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Designing Developmentally Sensitive AAC Technologies for Young Children with Complex Communication Needs: Considerations of Communication, Working Memory, Attention, Motor Skills, and Sensory-Perception

Tara O'Neill
1   Department of Speech-Language Pathology, Misericordia University, Dallas, Pennsylvania
2   Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, Pennsylvania
,
Krista M. Wilkinson
2   Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, Pennsylvania
› Institutsangaben
Weitere Informationen

Publikationsverlauf

Publikationsdatum:
16. Juli 2019 (online)

Auch verfügbar auf
    Lizenzen und Reprints

Abstract

Young children who require augmentative and alternative communication (AAC) must be provided with AAC technologies that are designed to meet their needs and accommodate their skills. One critical aspect of matching the system design features of aided AAC technologies to the needs and abilities of the child with complex communication needs is a consideration of the child's developmental skills. This article provides an overview of specific, early developmental milestones in communication, cognition (i.e., attention and working memory), motor skills, and sensory-perception (including visual attention) that influence decisions regarding AAC system design for young children. Developmental considerations are also reviewed for young children with Down's syndrome, a group that often benefits from early provision of AAC. Based on developmental theory and milestones, specific recommendations are provided for the design of developmentally sensitive AAC technologies for young children who are beginning communicators.

Keywords

augmentative and alternative communication - system design - development - children - AAC technology

Disclosures

Financial: Krista M. Wilkinson is funded by the U.S. Department of Education. Tara O'Neill received financial support for her doctoral training from the Penn State AAC Leadership Project, a doctoral training grant funded by U.S. Department of Education grant #H325D110008.


Nonfinancial: The authors have no nonfinancial relationships to disclose.


 

  • References

  • 1 Romski M, Sevcik RA, Barton-Hulsey A, Whitmore AS. Early intervention and AAC: what a difference 30 years makes. Augment Altern Commun 2015; 31 (03) 181-202
    CrossrefPubMedGoogle Scholar
  • 2 Johnson JM, Inglebret E, Jones C, Ray J. Perspectives of speech language pathologists regarding success versus abandonment of AAC. Augment Altern Commun 2006; 22 (02) 85-99
    CrossrefPubMedGoogle Scholar
  • 3 Brady NC, Bruce S, Goldman A. , et al. Communication services and supports for individuals with severe disabilities: guidance for assessment and intervention. Am J Intellect Dev Disabil 2016; 121 (02) 121-138
    CrossrefPubMedGoogle Scholar
  • 4 National Joint Committee. Position Statement on Access to Communication Services and Supports: Concerns Regarding the Application of Restrictive “Eligibility” Policies. 2003
    Google Scholar
  • 5 O'Neil K, McCarthy R. The pitfalls of presumptions. ASHA Lead 2018; 23 (12) 10-11
    PubMedGoogle Scholar
  • 6 Palisano RJ, Walter SD, Russell DJ. , et al. Gross motor function of children with down syndrome: creation of motor growth curves. Arch Phys Med Rehabil 2001; 82 (04) 494-500
    CrossrefPubMedGoogle Scholar
  • 7 Whitmore AS, Romski MA, Sevcik RA. Early augmented language intervention for children with developmental delays: potential secondary motor outcomes. Augment Altern Commun 2014; 30 (03) 200-212
    CrossrefPubMedGoogle Scholar
  • 8 Bruner J. The acquisition of pragmatic commitments. In: Golinkoff R. , ed. The Transition from Prelinguistic to Linguistic Communication. Hillsdale, NJ: Erlbaum; 1983: 27-42
    Google Scholar
  • 9 Vygotsky LS, Cole M. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press; 1978
    Google Scholar
  • 10 Iverson JM. Developing language in a developing body: the relationship between motor development and language development. J Child Lang 2010; 37 (02) 229-261
    CrossrefPubMedGoogle Scholar
  • 11 Abbeduto L, Warren SF, Conners FA. Language development in Down syndrome: from the prelinguistic period to the acquisition of literacy. Ment Retard Dev Disabil Res Rev 2007; 13 (03) 247-261
    CrossrefPubMedGoogle Scholar
  • 12 Diamond A. Executive functions. Annu Rev Psychol 2013; 64: 135-168
    CrossrefPubMedGoogle Scholar
  • 13 Robillard M, Roy-Charland A, Cazabon S. The role of cognition on navigational skills of children and adolescents with autism spectrum disorder. J Speech Lang Hear Res 2018; 61 (07) 1579-1590
    CrossrefPubMedGoogle Scholar
  • 14 Robillard M, Mayer-Crittenden C, Roy-Charland A, Minor-Corriveau M, Bélanger R. Exploring the impact of cognition on young children's ability to navigate a speech-generating device. Augment Altern Commun 2013; 29 (04) 347-359
    CrossrefPubMedGoogle Scholar
  • 15 Adamson LB, Bakeman R, Deckner DF, Romski M. Joint engagement and the emergence of language in children with autism and Down syndrome. J Autism Dev Disord 2009; 39 (01) 84-96
    CrossrefPubMedGoogle Scholar
  • 16 Iverson JM, Goldin-Meadow S. Gesture paves the way for language development. Psychol Sci 2005; 16 (05) 367-371
    CrossrefPubMedGoogle Scholar
  • 17 Dapretto M, Bjork EL. The development of word retrieval abilities in the second year and its relation to early vocabulary growth. Child Dev 2000; 71 (03) 635-648
    CrossrefPubMedGoogle Scholar
  • 18 Goldfield BA, Reznick JS. Early lexical acquisition: rate, content, and the vocabulary spurt. J Child Lang 1990; 17 (01) 171-183
    CrossrefPubMedGoogle Scholar
  • 19 Bates E, Dale PS, Thal D. Individual differences and their implications for theories of language development. The Handbook of Child Language. Oxford: Basil Blackwell; 1995: 95-151
    Google Scholar
  • 20 Landry SH, Chapieski ML. Joint attention of six-month-old Down syndrome and preterm infants: I. Attention to toys and mother. Am J Ment Retard 1990; 94 (05) 488-498
    PubMedGoogle Scholar
  • 21 Berglund E, Eriksson M, Johansson I. Parental reports of spoken language skills in children with Down syndrome. J Speech Lang Hear Res 2001; 44 (01) 179-191
    CrossrefPubMedGoogle Scholar
  • 22 Iverson JM, Longobardi E, Caselli MC. Relationship between gestures and words in children with Down's syndrome and typically developing children in the early stages of communicative development. Int J Lang Commun Disord 2003; 38 (02) 179-197
    CrossrefPubMedGoogle Scholar
  • 23 Wilkinson KM, Light J, Drager K. Considerations for the composition of visual scene displays: potential contributions of information from visual and cognitive sciences. Augment Altern Commun 2012; 28 (03) 137-147
    CrossrefPubMedGoogle Scholar
  • 24 Drager KDR, Light JC, Speltz JC, Fallon KA, Jeffries LZ. The performance of typically developing 2 1/2-year-olds on dynamic display AAC technologies with different system layouts and language organizations. J Speech Lang Hear Res 2003; 46 (02) 298-312
    CrossrefPubMedGoogle Scholar
  • 25 Light J, Caron J, Currall J. , et al. Changing the paradigm: just-in-time programming of AAC apps for children with complex communication needs. Paper presented at: International Society for Augmentative and Alternative Communication Biennial Conference; August 6–13, 2016; Toronto, Canada. Available at: https://aac.psu.edu/wp-content/uploads/2016/07/HO-for-ISAAC-2016-JIT-for-young-children-v5-JL-8-5-16.pdf . Accessed June 3, 2019
    PubMedGoogle Scholar
  • 26 Holyfield C, Caron JG, Drager K, Light J. Effect of mobile technology featuring visual scene displays and just-in-time programming on communication turns by preadolescent and adolescent beginning communicators. Int J Speech Lang Pathol 2018; 21 (02) 1-11
    PubMedGoogle Scholar
  • 27 Smith JL, McCarthy JW, Benigno JP. The effect of high-tech AAC system position on the joint attention of infants without disabilities. Augment Altern Commun 2009; 25 (03) 165-175
    CrossrefPubMedGoogle Scholar
  • 28 Feldman RS. Child Development, 7th ed. Boston, MA: Pearson; 2016
    Google Scholar
  • 29 Reznick JS. Working memory in infants and toddlers. In: Oakes LM, Bauer PJ. , eds. Short- and Long-Term Memory in Infancy and Early Childhood: Taking the First Steps Toward Remembering. New York: Oxford University Press; 2007: 343-365
    Google Scholar
  • 30 Piaget J. The Origins of Intelligence in Children. New York: International Universities Press; 1952
    Google Scholar
  • 31 Rast M, Meltzoff AN. Memory and representation in young children with Down syndrome: exploring deferred imitation and object permanence. Dev Psychopathol 1995; 7 (03) 393-407
    CrossrefPubMedGoogle Scholar
  • 32 MacTurk RH, Vietze PM, McCarthy ME, McQuiston S, Yarrow LJ. The organization of exploratory behavior in Down syndrome and nondelayed infants. Child Dev 1985; 56 (03) 573-581
    CrossrefPubMedGoogle Scholar
  • 33 Brown JH, Johnson MH, Paterson SJ, Gilmore R, Longhi E, Karmiloff-Smith A. Spatial representation and attention in toddlers with Williams syndrome and Down syndrome. Neuropsychologia 2003; 41 (08) 1037-1046
    CrossrefPubMedGoogle Scholar
  • 34 Lanfranchi S, Cornoldi C, Vianello R. Verbal and visuospatial working memory deficits in children with Down syndrome. Am J Ment Retard 2004; 109 (06) 456-466
    CrossrefPubMedGoogle Scholar
  • 35 Costanzo F, Varuzza C, Menghini D, Addona F, Gianesini T, Vicari S. Executive functions in intellectual disabilities: a comparison between Williams syndrome and Down syndrome. Res Dev Disabil 2013; 34 (05) 1770-1780
    CrossrefPubMedGoogle Scholar
  • 36 Thistle JJ, Wilkinson KM. Working memory demands of aided augmentative and alternative communication for individuals with developmental disabilities. Augment Altern Commun 2013; 29 (03) 235-245
    CrossrefPubMedGoogle Scholar
  • 37 Drager KDR, Light JC, Carlson R. , et al. Learning of dynamic display AAC technologies by typically developing 3-year-olds: effect of different layouts and menu approaches. J Speech Lang Hear Res 2004; 47 (05) 1133-1148
    CrossrefPubMedGoogle Scholar
  • 38 WHO Multicenter Growth Reference Study Group. WHO motor development study: windows of achievement for 6 motor milestones. Acta Paediatr 2006; 450: 86-95
    PubMedGoogle Scholar
  • 39 Witherington DC, Hofsten C, Rosander K, Robinette A, Woollacott MH, Bertenthal BI. The development of anticipatory postural adjustments in infancy. Infancy 2002; 3 (04) 495-517
    CrossrefPubMedGoogle Scholar
  • 40 Thelen E, Spencer JP. Postural control during reaching in young infants: a dynamic systems approach. Neurosci Biobehav Rev 1998; 22 (04) 507-514
    CrossrefPubMedGoogle Scholar
  • 41 Butterworth G, Morissette P. Onset of pointing and the acquisition of language in infancy. J Reprod Infant Psychol 1996; 14 (03) 219-231
    CrossrefPubMedGoogle Scholar
  • 42 Goldfield EC, Michel GF. The ontogeny of infant bimanual reaching during the first year. Infant Behav Dev 1986; 9 (01) 81-89
    PubMedGoogle Scholar
  • 43 Nelson EL, Campbell JM, Michel GF. Unimanual to bimanual: tracking the development of handedness from 6 to 24 months. Infant Behav Dev 2013; 36 (02) 181-188
    CrossrefPubMedGoogle Scholar
  • 44 Block ME. Motor development in children with Down syndrome: a review of the literature. Adapt Phys Activ Q 1991; 8 (03) 179-209
    PubMedGoogle Scholar
  • 45 Haley SM. Sequence of development of postural reactions by infants with Down syndrome. Dev Med Child Neurol 1987; 29 (05) 674-679
    PubMedGoogle Scholar
  • 46 Hogg J, Moss SC. Prehensile development in Down's syndrome and non-handicapped preschool children. Br J Dev Psychol 1983; 1 (02) 189-204
    CrossrefPubMedGoogle Scholar
  • 47 Costigan FA, Light JC, Newell KM. Factors affecting computer mouse use for young children: implications for AAC. Augment Altern Commun 2012; 28 (02) 85-95
    CrossrefPubMedGoogle Scholar
  • 48 Mayer DL, Dobson V. Visual acuity development in infants and young children, as assessed by operant preferential looking. Vision Res 1982; 22 (09) 1141-1151
    CrossrefPubMedGoogle Scholar
  • 49 Colombo J. The development of visual attention in infancy. Annu Rev Psychol 2001; 52 (52) 337-367
    CrossrefPubMedGoogle Scholar
  • 50 Lansink JM, Mintz S, Richards JE. The distribution of infant attention during object examination. Dev Sci 2001; 3: 163-170
    PubMedGoogle Scholar
  • 51 Volkmann FC, Dobson MV. Infant responses of ocular fixation to moving visual stimuli. J Exp Child Psychol 1976; 22 (01) 86-99
    CrossrefPubMedGoogle Scholar
  • 52 Boothroyd A. Auditory development of the hearing child. Scand Audiol Suppl 1997; 46: 9-16
    PubMedGoogle Scholar
  • 53 Cooper RP, Aslin RN. Preference for infant-directed speech in the first month after birth. Child Dev 1990; 61 (05) 1584-1595
    CrossrefPubMedGoogle Scholar
  • 54 Woodhouse JM. Vision in children with Down syndrome: a research update. Down Syndrome News and Updates 2005; 4: 87-89
    PubMedGoogle Scholar
  • 55 Moore D, Oates J, Hobson R, Goodwin J. Cognitive and social factors in the development of infants with Down syndrome. Down Syndr Res Pract 2002; 8: 43-52
    CrossrefPubMedGoogle Scholar
  • 56 Glenn SM, Cunningham CC. What do babies listen to most? A developmental study of auditory preferences in nonhandicapped infants and infants with Down's syndrome. Dev Psychol 1983; 19: 332
    CrossrefPubMedGoogle Scholar
  • 57 Oliva A, Torralba A. The role of context in object recognition. Trends Cogn Sci 2007; 11 (12) 520-527
    CrossrefPubMedGoogle Scholar
  • 58 Wilkinson KM, Light J. Preliminary study of gaze toward humans in photographs by individuals with autism, Down syndrome, or other intellectual disabilities: implications for design of visual scene displays. Augment Altern Commun 2014; 30 (02) 130-146
    CrossrefPubMedGoogle Scholar
  • 59 Light J, Wilkinson KM, Thiessen A, Beukelman DR, Fager SK. Designing effective AAC displays for individuals with developmental or acquired disabilities: state of the science and future research directions. Augment Altern Commun 2019; 35 (01) 42-55
    CrossrefPubMedGoogle Scholar
  • 60 O'Neill T, Wilkinson KM, Light J. Preliminary investigation of visual attention to complex AAC visual scene displays in individuals with and without developmental disabilities. Augment Altern Commun In press
    PubMedGoogle Scholar
  • 61 Jagaroo V, Wilkinson K. Further considerations of visual cognitive neuroscience in aided AAC: the potential role of motion perception systems in maximizing design display. Augment Altern Commun 2008; 24 (01) 29-42
    CrossrefPubMedGoogle Scholar
  • 62 Schlosser RW, Koul R, Shane H. , et al. Effects of animation on naming and identification across two graphic symbol sets representing verbs and prepositions. J Speech Lang Hear Res 2014; 57 (05) 1779-1791
    CrossrefPubMedGoogle Scholar
  • 63 Gopnik A, Meltzoff AN. Categorization and naming: basic-level sorting in eighteen-month-olds and its relation to language. Child Dev 1992; 63 (05) 1091
    CrossrefPubMedGoogle Scholar
  • 64 Gerhardstein P, Rovee-Collier C. The development of visual search in infants and very young children. J Exp Child Psychol 2002; 81 (02) 194-215
    CrossrefPubMedGoogle Scholar