Using dynamic assessment to evaluate the expressive syntax of children who use augmentative and alternative communication.
Using dynamic assessment to evaluate the expressive syntax of children who use augmentative and alternative communication.
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DOI：
10.3109/07434618.2014.995779
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发表时间：
2015-03
期刊：
影响因子：
--
通讯作者：
Kent-Walsh J
中科院分区：
文献类型：
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作者：
King MR;Binger C;Kent-Walsh J
4名5岁儿童在动态评估（DA）任务中使用增强和替代通信（AAC）设备上的图形符号产生基本句子的发展准备情况进行了研究。此外，评估DA任务预测后续实验任务表现的能力。一个渐进的提示框架，在DA。措施包括所需的支持量，以产生的目标，可修改性（参与者的表现变化）在DA会话，DA的预测效度。参与者准确地产生了目标结构与不同数量的支持。DA会议内的可修改性是显而易见的一些参与者，并提供部分支持的预测效度的措施。这些初步结果表明，DA可能是一种可行的方法来衡量幼儿的发展准备，学习如何通过辅助AAC序列简单，基于规则的消息。
The developmental readiness of four 5-year-old children to produce basic sentences using graphic symbols on an augmentative and alternative communication (AAC) device during a dynamic assessment (DA) task was examined. Additionally, the ability of the DA task to predict performance on a subsequent experimental task was evaluated. A graduated prompting framework was used during DA. Measures included amount of support required to produce the targets, modifiability (change in participant performance) within a DA session, and predictive validity of DA. Participants accurately produced target structures with varying amounts of support. Modifiability within DA sessions was evident for some participants, and partial support was provided for the measures of predictive validity. These initial results indicate that DA may be a viable way to measure young children’s developmental readiness to learn how to sequence simple, rule-based messages via aided AAC.