Child and Environmental Predictors of Communication Success by beginning VOCA

项目III：通过创建VOCA来预测儿童和环境对沟通成功的影响 用户。 建议的研究系统地扩展了研究者对成功沟通的研究， 包括沟通中断后的成功，以帮助学龄前儿童学习 与VOCA进行通信。我们将调查与成功通信相关的参数， 开始象征性交流的起点。调查人员最近完成的研究表明， 学龄前儿童在自然发育过程中经常出现沟通障碍。 与他们的母亲交谈。参与者修复这些故障的技能与他们的 现有的表达能力和接受能力，以及他们母亲的责任心。学龄前儿童 学习与VOCA沟通似乎特别容易受到沟通中断的影响，因为 合作伙伴熟悉VOCA以及跨环境访问VOCA。建议的目的是 研究是确定成功沟通和其他因素的具体儿童和环境预测因素 50名学龄前儿童学习与VOCA沟通的沟通成长指数。我们 假设我们在过去发现的预测儿童沟通成功的特定变量 研究还将预测儿童学习VOCA交流的成功。此外，我们假设 包括VOCA如何融入课堂教学和家庭在内的环境变量 活动将与孩子们的成功沟通有关。这些假设将由 测量儿童在VOCA符号选择和语音中的交流速度和词汇增长 词汇量，以及衡量加班成功沟通的比例。成功将是决定性的 通过将我们依赖于儿童沟通行为和合作伙伴响应的运营定义应用于 这些沟通行为。将使用增长曲线建模来确定两年内的增长模式 干预开始时不同能力和经历不同的儿童所经历的时期 在他们的课堂环境中为AAC提供的环境支持数量。

Project III: Child and Environmental Predictors of Communication Success by beginning VOCA users. The proposed research systematically extends the investigator's research on successful communication, including success following communication breakdowns, to the population of preschool children learning to communicate with VOCAs. We will be investigating parameters surrounding successful communication at the cusp of beginning symbolic communication. The investigator's recently completed research showed that preschool -age children frequently experienced communication breakdowns during the course of natural conversations with their mothers. Participants' skills in repairing these breakdowns were related to their extant expressive and receptive communication skills and to their mothers' responsivity. Preschool children learning to communicate with VOCAs appear particularly vulnerable to communication breakdowns due to partner familiarity with VOCAs and access to VOCAs across environments. The purpose of the proposed research is to identify specific child and environmental predictors of successful communication and other indices of communication growth for 50 preschool-age children learning to communicate with VOCAs. We hypothesize that the specific variables we have found to predict child communicative success in our past research will also predict success by children learning VOCA communication. In addition, we hypothesize that environmental variables including how VOCAs are incorporated into classroom instruction and home activities will relate to children's successful communication. These hypotheses will be investigated by measuring children's communication rate, vocabulary growth both in VOCA symbol selection and speech vocabulary, and measuring proportions of successful communication overtime. Success will be determined by applying our operational definition that relies on both child communication acts and partner responses to these communication acts. Growth curve modeling will be used to determine patterns of growth over a 2 year period by children with differing abilities at the start of intervention, and who are experiencing different amounts of environmental support for AAC in their classroomenvironments.