Acquisition of word combinations in children with typical development

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Introduction

This chapter presents the problem statement and contextualizes the study. Furthermore, frequently used terms are defined, abbreviations and the notation used are explained and an overview is given of the chapters of the dissertation.

Problem statement and rationale

The centrality of communication to the human experience is attested to by people from all societies across the globe. There is hardly any form of human activity that does not, directly or indirectly, involve communication. Without communication, our everyday functioning would not be possible, and organized society would not exist.

Children with limited speech

Children with limited speech cannot adequately meet all their communication needs through speech. For the purpose of this study, limited speech was defined as speech that was less than 50% comprehensible to unfamiliar partners in the semantic context condition of the Index of Augmented Speech Comprehensibility in Children (I-ASCC) (Dowden, 1997).

Graphic symbols

These are two-dimensional, visual symbolic representations of a concept. Graphic symbol systems or sets are typically represented using black outlines and many are at least partially picture based.

Acknowledgements
Abstract
CHAPTER 1: PROBLEM STATEMENT AND RATIONALE
1.1 Introduction
1.2 Problem statement and rationale
1.3 Terminology
1.3.1 Augmentative and alternative communication (AAC)
1.3.2 Children with limited speech
1.3.3 Graphic symbols
1.3.4 Graphic symbol combinations
1.3.5 Intervention strategy
1.3.6 Picture Communication Symbols (PCS)
1.3.7 Shared storybook reading
1.4 Abbreviations
1.5 Notation.
1.6 Overview of the chapters
1.7 Summary
CHAPTER 2: ACQUISITION OF GRAPHIC SYMBOL COMBINATIONS
2.1 Introduction
2.2 Acquisition of word combinations in children with typical development
2.3 Structure of graphic symbol output in children
2.3.1 Structure of graphic symbol output in children with limited speech
2.3.2 Structure of graphic symbol output in typically developing children.
2.4 Factors influencing the acquisition of graphic symbol combinations
2.4.1 Child
2.4.2 Partner
2.4.3 Environment
2.4.4 AAC system: Graphic symbols
2.4.4.1 Linguistic status of graphic symbols.
2.4.4.1.1 Information processing
2.4.4.1.2 Iconicity
2.4.4.1.3 Duality of patterning
2.4.4.1.4 Producibility
2.4.4.2 Other characteristics of graphic symbols
2.4.4.3 Relationship between graphic symbols and spoken words
2.4.5 Task and instruction
2.5 Intervention aimed at promoting the production of graphic symbol combinations
2.5.1 Participants
2.5.2 Partner
2.5.3 AAC system
2.5.4 Task and instruction
2.5.5 Measurement and results
2.6 Current study
2.7 Conclusion
2.8 Summary
CHAPTER 3: METHODOLOGY
3.1 Introduction
3.2 Aims
3.2.1 Main Aim
3.2.2 Subaims
3.3 Design
3.4 Stages
3.5 Terms
3.6 Pilot study
3.6.1 Participant
3.6.2 Objectives, materials, results and recommendations
3.7 Participants
3.7.1 Selection criteria
3.7.2 Recruitment and assessment of participants
3.7.3 Description of participants
3.7.3.1 Participant 1
3.7.3.2 Participant 2
3.7.3.3 Participant 3
3.8 Equipment and materials.
3.8.1 Equipment
3.8.2 Materials used during assessment of participants
3.8.2.1 Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4)
3.8.2.2 Clinical Evaluation of Language Fundamentals – Preschool UK (CELF Preschool UK)
3.8.2.3 Parent, teacher and therapist interviews
3.8.2.4 Language Development Survey (LDS
3.8.2.5 Index of Augmented Speech Comprehensibility in Children (I-ASCC)
3.8.2.6 South African Language Assessments
3.8.2.7 Test of comprehension of relations targeted
3.8.3 Material used during data collection (experimental stage)
3.8.3.1 Matrices.
3.8.3.2 Probe test
3.8.3.3 Communication board
3.8.3.4 Stories
3.8.3.5 Data recording sheets for data collection
3.8.3.6 Checklists for procedural integrity.
3.9 Procedures
3.9.1 Ethical considerations
3.9.2 Settings
3.9.3 Stages of main study
3.9.4 Assessment of participants
3.9.4.1 Parent, teacher and therapist interview and completion of LDS
3.9.4.2 Comprehension and training of graphic symbols
3.9.4.3 Comprehension of relations targeted
3.9.5 Data collection/experimental stage
3.9.5.1 Probe Test
3.9.5.2 Baseline probes
3.9.5.3 Intervention probes
3.9.5.4 Postintervention probes
3.9.5.5 Intervention
3.9.5.6 Treatment boost
3.10 Data analysis
3.10.1 Procedural integrity
3.10.2 Reliability of transcription and data collected
3.11 Summary
CHAPTER 4: RESULTS
4.1 Introduction
4.2 Terms
4.3 Procedural integrity
4.4 Reliability of transcription and data collected
4.5 Effect of intervention on the acquisition of graphic symbol combinations
4.5.1 Participant 1
4.5.1.1 Performance as measured by probe test
4.5.1.1.1 Intervention items
4.5.1.1.2 Generalization items
4.5.1.2 Response during shared storybook reading sessions
4.5.1.3 Summary
4.5.2 Participant 2
4.5.2.1 Performance as measured by the probe test
4.5.2.1.1 Intervention items
4.5.2.1.2 Generalization items
4.5.2.2 Response during shared storybook reading
4.5.2.3 Summary
4.5.3 Participant 3
4.5.3.1 Performance as measured by probe test
4.5.3.1.1 Intervention items
4.5.3.1.2 Generalization items
4.5.3.2 Response during shared storybook reading
4.5.3.3 Summary
4.5.4 Summary of results across participants
4.6 Influence of type of semantic relation and order of presentation
4.7 Further analysis of correct responses
4.8 Summary
CHAPTER 5: DISCUSSION
5.1 Introduction
5.2 Effect of the intervention on symbol combination skills
5.2.1 Child-related factors
5.2.1.1 Selection criteria
5.2.1.2 Comprehension and expressive use of graphic symbols
5.2.1.3 Receptive language skills
5.2.1.4 Expressive abilities
5.2.1.5 Physical abilities and experiences
5.2.2 Task- and instruction-related factors
5.2.2.1 Probe test
5.2.2.2 Intervention
5.2.3 AAC system
5.2.4 Partner- and environment-related factors
5.3 Structure of the combinations produced
5.4 Summary
CHAPTER 6: CONCLUSION
6.1 Introduction
6.2 Summary of findings
6.3 Clinical implications
6.4 Evaluation of the study
6.4.1 Strengths
6.4.2 Limitations
6.5 Recommendations for further research
6.6 Summary
References

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T THE COMPLETE PROJECT
Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading

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