The Morphology and Syntax of Individuals who use AAC: Research Review and Implications for Effective Practice

A research review of 31 studies pertaining to the morphology and syntax of individuals who use augmentative and alternative communication (AAC) and who had severe speech and physical impairments (SSPI) was completed. Results suggest that, although many individuals who use AAC exhibit comprehension and expression of a wide range of grammatical structures, these individuals are at risk for experiencing grammar deficits. A wide range of individual differences was noted, both within and across many of the investigations. One of the more robust findings was that individuals tended to produce shorter utterances when they used graphic symbol-based AAC systems than would be expected, based on participant profiles; however, there appeared to be a developmental trend toward using longer utterances. There has been a dearth of research pertaining to the development and evaluation of appropriate assessment tools and intervention techniques to enhance grammar acquisition for individuals who use AAC. Considerations for developing such tools and techniques are discussed.

[1]  C Caltagirone,et al.  Neuropsychological assessment of patients with severe neuromotor and verbal disabilities. , 2001, Journal of intellectual disability research : JIDR.

[2]  The effectiveness of grammar instruction for individuals who use augmentative and alternative communication systems: a preliminary study. , 2003, Journal of speech, language, and hearing research : JSLHR.

[3]  Cathy Binger,et al.  The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC , 2007, Augmentative and alternative communication.

[4]  K. Nelson,et al.  Treatment efficiency as a function of target selection in the remediation of child language disorders. , 1992, Clinical linguistics & phonetics.

[5]  Bernard B. Spiegel,et al.  One method to increase spontaneous use of an assistive communication device: case study , 1993 .

[6]  Jill P. Morford,et al.  Constituent order in picture pointing sequences produced by speaking children using AAC , 1998, Applied Psycholinguistics.

[7]  Robert E. Owens,et al.  Language Development: An Introduction , 1984 .

[8]  Gloria Soto,et al.  Grammatical issues in graphic symbol communication , 2002 .

[9]  D. Bishop,et al.  The relationship between phoneme discrimination, speech production, and language comprehension in cerebral-palsied individuals. , 1990, Journal of speech and hearing research.

[10]  Rose A. Sevcik,et al.  Language comprehension: considerations for augmentative and alternative communication , 1993 .

[11]  P. Flett,et al.  Blissymbols and Manual Signs: A Multimodal Approach to Intervention in a Case of Multiple Disability. , 1987 .

[12]  Janice C Light,et al.  Long-term outcomes for individuals who use augmentative and alternative communication: Part II – communicative interaction , 2007, Augmentative and alternative communication.

[13]  Janice Light,et al.  The form and use of written communication produced by physically disabled individuals using microcomputers , 1989 .

[14]  Virginia W. Berninger,et al.  Language profiles in nonspeaking individuals of normal intelligence with severe cerebral palsy , 1986 .

[15]  Ralf W. Schlosser,et al.  The Efficacy of Augmentative and Alternative Communication: Toward Evidence-Based Practice , 2003 .

[16]  Organizing language intervention relative to the client's personal experience: A clinical case study , 2006, Clinical linguistics & phonetics.

[17]  Students With Severe Speech and Physical Impairments , 2007 .

[18]  Tanya Montaleone Gallagher,et al.  Relative clause sentence production using augmentative and alternative communication systems , 2000, Applied Psycholinguistics.

[19]  C Morris,et al.  Syntax PAL: a system to improve the written syntax of language-impaired users. , 1992, Assistive technology : the official journal of RESNA.

[20]  A. Sutton,et al.  Verb class distinctions and AAC language-encoding limitations. , 1993, Journal of speech and hearing research.

[21]  M. Fey,et al.  Two models of grammar facilitation in children with language impairments: phase 2. , 1997, Journal of speech, language, and hearing research : JSLHR.

[22]  Ralf W Schlosser,et al.  Concomitant use of the matrix strategy and the mand-model procedure in teaching graphic symbol combinations , 2006, Augmentative and alternative communication.

[23]  A. D. Sandberg Reading and spelling, phonological awareness, and working memory in children with severe speech impairments: A longitudinal study , 2001 .

[24]  Marc E. Fey,et al.  Treatment of language disorders in children , 2006 .

[25]  Nickola Wolf Nelson,et al.  Performance is the prize: Language competence and performance among AAC users , 1992 .

[26]  J. Johnston,et al.  Grammatical Morphology Acquisition by Children with Complex Communication Needs , 2003 .

[27]  G. Soto,et al.  Investigation of Blissymbol use from a language research paradigm , 1995 .

[28]  T. Gallagher,et al.  Comprehension Assessment of a Child Using an AAC System , 1995 .

[29]  Carol Goossens,et al.  Aided communication intervention before assessment: a case study of a child with cerebral palsy , 1989 .

[30]  Ann P. Kaiser,et al.  Training Parents as Milieu Language Teachers , 1992 .

[31]  W. Yule,et al.  Augmentative communication systems taught to cerebral palsied children--a longitudinal study. I. The acquisition of signs and symbols, and syntactic aspects of their use over time. , 1990, The British journal of disorders of communication.

[32]  A. Kaiser,et al.  Enhanced Milieu Teaching , 1994 .

[33]  Joan Bruno,et al.  Use of aided language stimulation to improve syntactic performance during a weeklong intervention program , 2006, Augmentative and alternative communication.

[34]  Ann Sutton The social-verbal competence of AAC users , 1989 .

[35]  S H Long,et al.  Two approaches to the facilitation of grammar in children with language impairment: an experimental evaluation. , 1993, Journal of speech and hearing research.

[36]  Alan F. Newell,et al.  How do members of different language communities compose sentences with a picture-based communication system? - A cross-cultural study of picture-based sentences constructed by English and Japanese speakers , 1998 .

[37]  D R Beukelman,et al.  Extended communication samples of augmented communicators. II: Analysis of multiword sequences. , 1990, The Journal of speech and hearing disorders.

[38]  Patricia L. Cleave,et al.  Clinical focus. Two approaches to the facilitation of grammar in children with language impairments: rationale and description , 1993 .

[39]  S. Johnston,et al.  Evaluating the morphological competence of children with severe speech and physical impairments. , 2001, Journal of speech, language, and hearing research : JSLHR.

[40]  Janice C Light,et al.  General Education Teachers' Experiences with Inclusion of Students who use Augmentative and Alternative Communication , 2003 .

[41]  Diane Nelson Bryen,et al.  Enhancing Participation in Employment Through AAC Technologies , 2002, Assistive technology : the official journal of RESNA.