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Development of the computer program
An independently operated program was created for the research study using The Grid™ software (The Grid, 2002). The purpose of this program was to present the pre-tests and tests, and to manage the data collection.
The tests required the presentation of 36 test items within a set of 72 linked grids that could be operated independently by the participants. Each test item was presented as a single symbol cell with a white background in the centre of a grey display and was followed by either the alphabetical order visual display or the subcategorisation display. Appendix G provides greater detail about these tests. The Mouse Control Screening (Herold, 2004), a pre-test, served to screen the functional mouse ability of the participants as mouse control was a fundamental skill required for execution of the tests. Mouse control can be impacted by motor difficulties, visual difficulties and inexperience. Appendix H describes this pre-test in greater detail. The ALP Pre-test was designed to test the ability to determine the starting letter of the animal name and then find that letter in an alphabetically ordered array. The SUB Pre-test was developed to test the ability to subcategorise animals into the given groups. The ALP and SUB Pre-tests were both selection criteria pre-tests. There were five test items in each of the tests, within a set of 10 linked grids. Four out of five test items had to be selected correctly for the participant to pass the pre-test selection criteria. An orientation program for the ALP and SUB pre-tests and tests followed the identical pattern of the pre-tests and tests. Six practice symbols were built into the program to be worked through before formal testing began. The six practice symbols were chosen to cover a range of initial letters and all six subcategory groups. Appendix A provides a list of the symbols used for this purpose.
A set of grids preceding the tests were designed to capture within the data log files the participant information comprising the participant (A or B), the participant number, session (1 or 2), grade (1,2 or 3), gender (M or F), research assistant (1-4) and computer number (1- 4). This procedure ensured rigorous control of data. The session, research assistant and computer numbers were not used in data analysis, but for administrative control purposes only. The research assistant would be required to enter the administrative details associated with each participant at the beginning of each session. An overview of the administration process and grids is presented in Appendix I. The computer program began with the administrative section before guiding the participants through the pre-tests, and then the tests. The two testing sessions (to test ALP and SUB) were divided by a 10-minute break. Internal logging on the computer was set to occur automatically throughout the pretests and tests.
After the operating program was developed, it was tested on various children and fellow research students to ensure that there were no errors in it and that it was sufficiently simple to operate independently.
Development of the participant instruction program
An instruction program was required to prepare the participants for the pre-tests and tests. This included orientating the participants to; (1) the principle of searching a visual field in terms of categories; (2) the principle of searching a visual field in terms of alphabetic order; and (3) the structure of the computerised test program and the pre-tests. The instruction was designed as a group session. It had two components – a pen and paper instruction workbook and watching a demonstration of the computer test program. It also included A3 visuals of the computer screens so that the researcher could point directly to the specific aspects of the procedure during instruction. A structured script for the instruction program was drawn up and modified on the basis of input and recommendations by fellow research students. Appendix J provides the complete instruction script used by the researcher in instructing the learners while Appendix K provides the complete instruction workbook used by the participants during instruction. The principle aspects of the instruction included: (1) equivalent instruction of all of the participants through structured scripts; (2) presenting the instruction and task requirements in sufficiently simple language for all the participants to understand and execute; (3) equipping the participants with sufficient knowledge to enter the research task confident that they know what to do and that they have the skill to do it; (4) stressing the need for the participants to work both quickly and accurately during the research task; (5) providing repetition to consolidate the concepts; (6) providing a booklet to structure in active participation, concretise concepts and maintain optimal attention; (7) providing feedback by having research assistants check that the participants execute instructions correctly, and correct the participants where errors are noted; (8) instructing the participants on what to do when they have difficulties during the research task; (9) providing opportunities to ask questions; and (10) group watching of a visual demonstration of what the participants could expect in the computer test program in order to make them feel comfortable with the process.
Chapter 1: Introduction
1.1 Problem statement
1.2 Outline of the chapters
1.3 Abbreviations
1.4 Definition of terms
1.5 Summary
Chapter 2: Literature overview
2.1 Introduction
2.2 AAC strategies for enhancing symbol location
2.3 Visual search theory
2.4 Developmental issues in children in Grade 1 to 3
2.5 Concluding remarks
2.6 Summary
Chapter 3: Research Methodology
3.1 Introduction
3.2 Research question
3.3 Research design
3.4 Phase 1: Pre-experimental phase
3.5 Phase 2: Pilot study
3.6 Phase 3: Main study
3.7 Summary
Chapter 4: Results
4.1 Introduction
4.2 Overview of variables
4.3 Research question 1
4.4 Subquestion: Grade and gender differences
4.5 Research question 2 : Influence of bottom-up factors
4.6 Summary
Chapter 5: Discussion and clinical implications
5.1 Introduction
5.2 Factors influencing rate and accuracy in ALP and SUB
5.3 Developmental factors
5.4 Gender factors
5.5 The impact of bottom-up influences
5.6 Clinical implications
5.7 Summary
Chapter 6: Conclusion and critical reflection on the study
6.1 Introduction
6.2 Summary of results
6.3 Critical evaluation of the study
6.4 Recommendations for further research
6.5 Summary
References
