Child and Environmental Predictors of Communication Success by beginning VOCA

项目三：从VOCA开始的沟通成功的儿童和环境预测 用户. 拟议的研究系统地扩展了调查员对成功沟通的研究， 包括在沟通障碍后取得成功， 与VOCA沟通。我们将调查成功沟通的参数， 象征性交流的开端调查人员最近完成的研究表明， 学龄前儿童在自然学习过程中经常遇到沟通障碍。 和他们的母亲交谈。参与者修复这些故障的技能与他们的 现存的表达和接受沟通技巧和他们的母亲的反应。学龄前儿童 学习与VOCA沟通似乎特别容易受到沟通故障， 合作伙伴熟悉VOCA并可跨环境访问VOCA。建议的目的 研究的目的是确定成功沟通的具体儿童和环境预测因素， 50名学龄前儿童学习VOCA交流的交流发展指数。我们 我假设，在我们过去发现的预测儿童交际成功的具体变量 研究还将预测儿童学习VOCA沟通的成功。另外，我们假设 环境变量，包括如何将VOCA纳入课堂教学和家庭， 活动将关系到孩子们的成功沟通。这些假设将被调查， 测量儿童在VOCA符号选择和言语方面的交流率、词汇增长 词汇量，以及测量成功沟通的比例。成功与否将由 通过应用我们的操作定义，依赖于儿童沟通行为和合作伙伴的反应， 这些通信行为。将使用生长曲线建模来确定2年内的生长模式 在干预开始时具有不同能力的儿童， 在课堂环境中为AAC提供大量的环境支持。

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.