COMMUNICATIVE AND SYMBOLIC PRECURSORS TO AAC DEVELOPMENT

AAC 发展的交流和象征性先驱

• 批准号: 2124575
• 负责人: CYNTHIA J CRESS
• 金额: $ 7.35万
• 依托单位: UNIVERSITY OF NEBRASKA LINCOLN
• 依托单位国家: 美国
• 财政年份: 1995
• 资助国家: 美国
• 起止时间: 1995-08-01 至 2000-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2124575
• 关键词: child with disability; communication behavior; data collection; human subject; language development; play; psycholinguistics; psychomotor function; social behavior

This work is designed to extend our knowledge of the communicative and symbolic behaviors that facilitate the initial acquisition of augmentative and alternative communication (AAC) skills in young children at risk for poor vocal expressive communication. Research in normal language development has shown that early communicative behaviors, such as symbolic gestures and joint attention routines, predict the rate and extent of later language development. Access to AAC has been demonstrated as a means to acquire some of the necessary prelinguistic and cognitive skills that are essential for language development, but AAC is ratrely implemented before the age of 3-4 years. There is a widespread clinical need for better early identification of children who need intensive therapy to avoid the language delays associated with poor access to expressive communication. Existing data do not provide adequate information about either the expected language progress of young AAC users or the communicative characteristics that indicate concern for later development. Therefore, the current project will analyze the process of acquiring AAC skills in parallel with prelinguistic communicative behaviors for children with severe physical disabilities. The proposed research project will address three specific aims by: (a) measuring communicative and symbolic behavior development in young children who require AAC intervention due to severe physical impairments, (b) examining predictors of the early symbolic use of AAC, and (c) testing the validity of hroup data at predicting AAC development for individual children. Longitudinal data will be collected from children beginning at the ages in which normally developing children begin to display communicative behaviors that precede symbolic development, and ceasing when children display criterion levels of AAC skills. Data will be analyzed and compared for the following factors: communicative and symbolic behaviors during struyctured and unstructured tasks, interaction style and joint attention routines during free play, standardized tests of language, cognition, and motor development, and AAC skills at using switch and voice output technology to convey different communicative functions in structured interactions. The outcome of this analysis will then be used to assess precursors to successful AAC use and to develop and test predictions for early identification of subjects who do not demonstrate criterion level AAC skills. It is predicted that early communicative and interactional patterns will distinguish children who develop criterion levels of AAC competence from children who do not show functional AAC contro by the end of the study. The resulting benefits for health professionals will be better criteria for early referral for AAC services, clearer identification of critical goals for efficacious treatment, and more efficient application of AAC assessment and treatment criteria for children who have the greatest need for those services.

这项工作旨在扩展我们的沟通和交流知识 有助于最初获得增强性的象征性行为 和有风险的幼儿的替代沟通（AAC）技能 声音表达沟通能力差。 普通语言研究 发展表明，早期的交流行为，例如象征性的 手势和联合注意力常规，预测 后来的语言发展。 事实证明，访问 AAC 是一种 意味着获得一些必要的语言前和认知技能 这对于语言发展至关重要，但 AAC 却很少 3-4岁前实施。 临床上广泛存在 需要更好地及早识别需要强化治疗的儿童 治疗以避免因接触不良而导致的语言发育迟缓 表达性沟通。 现有数据不能提供足够的信息 有关年轻 AAC 用户的预期语言进步的信息 或表明对以后的关心的交际特征 发展。 因此，本项目将分析以下过程： 与前语言交际同时获得 AAC 技能 患有严重身体残疾的儿童的行为。 拟议的 研究项目将通过以下方式实现三个具体目标：(a) 衡量 幼儿的交际和象征行为发展 由于严重的身体损伤，需要 AAC 干预，(b) 检查 AAC 早期象征性使用的预测因素，以及 (c) 测试有效性 预测个体儿童 AAC 发育的组数据。 将从 20 岁开始收集儿童的纵向数据。 正常发育的儿童开始表现出交际能力 先于象征性发展的行为，并在儿童时期停止 显示 AAC 技能的标准级别。 数据将被分析并 比较以下因素：沟通和象征行为 在结构化和非结构化任务中，交互方式和联合 自由玩耍期间的注意力常规、标准化语言测试、 认知、运动发展以及使用开关和语音的 AAC 技能 输出技术来传达不同的交际功能 结构化交互。 然后将使用该分析的结果 评估成功使用 AAC 的先兆并开发和测试 对未表现出的受试者进行早期识别的预测 标准级别 AAC 技能。 据预测，早期的沟通和 互动模式将区分那些制定标准的孩子 未表现出功能性 AAC 的儿童的 AAC 能力水平 在研究结束时进行控制。 由此产生的健康益处 专业人士将成为早期转介 AAC 服务的更好标准， 更清楚地确定有效治疗的关键目标，以及 更有效地应用 AAC 评估和治疗标准 最需要这些服务的儿童。