Individual language learning styles and Augmentative and Alternative Communication

Individual differences in children developing language have been found to reflect a preference for a referential or an expressive style at various points in development. Little attention has been devoted to determining individual learning styles that may be adopted by individuals with disabilities, including individuals who use augmentative and alternative communication (AAC). The implications of the referential and expressive learning styles for AAC interventions are discussed with particular emphasis on decisions about AAC modalities and vocabulary selection. Also discussed is the need for research that addresses these issues.

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