The Effectiveness of Grammar Instruction for Individuals Who Use Augmentative and Alternative Communication Systems: A Preliminary Study

This study examined the effectiveness of an instructional program designed to teach grammar skills to individuals who communicated via augmentative and alternative communication (AAC). A single-subject, multiple probe across behaviors design was used to measure the effect of the instructional progra...

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Veröffentlicht in:Journal of speech, language, and hearing research Jg. 46; H. 5; S. 1110 - 1123
Hauptverfasser: Lund, Shelley K, Light, Janice
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Rockville, MD ASHA 01.10.2003
American Speech-Language-Hearing Association (ASHA)
American Speech Language Hearing Association
American Speech-Language-Hearing Association
Schlagworte:
Adult
Adults
Augmentative and Alternative Communication
Augmentative and alternative communication devices
Auxiliary Verbs
Biological and medical sciences
Cerebral Palsy
Communication
Communication Aids for Disabled
Communication skills
Educational Strategies
Female
Form Classes (Languages)
Fundamental and applied biological sciences. Psychology
Grammar
Grammar Instruction
Grammatical subject
Grammaticality
Humans
Infinitives
Interpersonal communication
Intervention
Language Acquisition
Language Skills
Linguistics
Male
Medical sciences
Modal Verbs
Morphology
Morphosyntax
Nervous System Disorders
Otorhinolaryngology. Stomatology
Program Effectiveness
Pronouns
Questions
Skills
Speech Disorders - therapy
Speech disorders in children
Syntax
Teaching
Teaching methods
Vertebrates: nervous system and sense organs
Word Order
Words
Human
Use
ENT
Grammar
Instruction
Design
single-subject design
Neurology
Treatment
Language
Efficiency
Alternative communication
Morphology
syntax and morphology
Syntax
intervention
augmentative and alternative communication
ISSN:1092-4388, 1558-9102
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Zusammenfassung:This study examined the effectiveness of an instructional program designed to teach grammar skills to individuals who communicated via augmentative and alternative communication (AAC). A single-subject, multiple probe across behaviors design was used to measure the effect of the instructional program on the acquisition and maintenance of the skills learned. Two adults with cerebral palsy participated in the study. The instructional program was used to teach 2 grammatical forms to each participant. Word order in adjective phrases and inversion of the auxiliary do in wh - questions was targeted for 1 participant; use of possessive pronouns and inclusion of to when using infinitives as modal verbs was targeted for the second participant. The instructional program was shown to be effective. Both participants learned to produce the grammatical forms taught. One participant maintained these skills for at least 2 months after the completion of instruction; the other participant required additional instruction in order to maintain the skills learned. Although based on a small sample, the results suggest that intervention can help individuals who use AAC improve their grammar skills. Limitations of the study are discussed, along with directions for future research.
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ISSN:1092-4388
1558-9102
DOI:10.1044/1092-4388(2003/087)