Vocabulary comprehension and strategies in name construction among children using aided communication

Detalhes bibliográficos
Autor(a) principal: Deliberato, Debora [UNESP]
Data de Publicação: 2018
Outros Autores: Jennische, Margareta, Oxley, Judith, d'Oliveira de Paula Nunes, Leila Regina, Figueiredo Walter, Catia Crivelenti de, Massaro, Munique, Almeida, Maria Amelia, Stadskleiv, Kristine, Basil, Carmen, Coronas, Marc, Smith, Martine, von Tetzchner, Stephen
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.1080/07434618.2017.1420691
http://hdl.handle.net/11449/163838
Resumo: Vocabulary learning reflects the language experiences of the child, both in typical and atypical development, although the vocabulary development of children who use aided communication may differ from children who use natural speech. This study compared the performance of children using aided communication with that of peers using natural speech on two measures of vocabulary knowledge: comprehension of graphic symbols and labeling of common objects. There were 92 participants not considered intellectually disabled in the aided group. The reference group consisted of 60 participants without known disorders. The comprehension task consisted of 63 items presented individually in each participant's graphic system, together with four colored line drawings. Participants were required to indicate which drawing corresponded to the symbol. In the expressive labelling task, 20 common objects presented in drawings had to be named. Both groups indicated the correct drawing for most of the items in the comprehension tasks, with a small advantage for the reference group. The reference group named most objects quickly and accurately, demonstrating that the objects were common and easily named. The aided language group named the majority correctly and in addition used a variety of naming strategies; they required more time than the reference group. The results give insights into lexical processing in aided communication and may have implications for aided language intervention.
id UNSP_7c582f944232dd4d611aecf8f2af4e95
oai_identifier_str oai:repositorio.unesp.br:11449/163838
network_acronym_str UNSP
network_name_str Repositório Institucional da UNESP
repository_id_str 2946
spelling Vocabulary comprehension and strategies in name construction among children using aided communicationAided communicationvocabularycomprehensionproductiongraphic symbolsstrategiesVocabulary learning reflects the language experiences of the child, both in typical and atypical development, although the vocabulary development of children who use aided communication may differ from children who use natural speech. This study compared the performance of children using aided communication with that of peers using natural speech on two measures of vocabulary knowledge: comprehension of graphic symbols and labeling of common objects. There were 92 participants not considered intellectually disabled in the aided group. The reference group consisted of 60 participants without known disorders. The comprehension task consisted of 63 items presented individually in each participant's graphic system, together with four colored line drawings. Participants were required to indicate which drawing corresponded to the symbol. In the expressive labelling task, 20 common objects presented in drawings had to be named. Both groups indicated the correct drawing for most of the items in the comprehension tasks, with a small advantage for the reference group. The reference group named most objects quickly and accurately, demonstrating that the objects were common and easily named. The aided language group named the majority correctly and in addition used a variety of naming strategies; they required more time than the reference group. The results give insights into lexical processing in aided communication and may have implications for aided language intervention.Stiftelsen Sophies Minde, NorwayUniversity of Oslo, NorwayOntario Federation of Cerebral PalsyCanadian Institutes of Health Research, CanadaNational Council for Scientific and Technological Development, BrazilFoundation for Research Support of Rio de Janeiro, BrazilFundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)FAS - the Swedish Council for Working life and Social ResearchSao Paulo State Univ, Dept Special Educ, Marilia, BrazilUppsala Univ, Dept Neurosci, Uppsala, SwedenUniv Louisiana Lafayette, Commun Disorders, Lafayette, LA 70504 USAUniv Estado Rio De Janeiro, Dep Inclus & Continuing Educ, Rio De Janeiro, BrazilRio Claro Municipal, Dept Special Educ, Rio Claro, BrazilUniv Fed Sao Carlos, Dept Psychol, Sao Carlos, BrazilOslo Univ Hosp, Dept Child Neurol, Oslo, NorwayUniv Barcelona, Psicol Evolut & Educ, Barcelona, SpainUniv Barcelona, Dept Psychol, Barcelona, SpainUniv Dublin Trinity Coll, Sch Linguist Speech & Commun Sci, Dublin, IrelandUniv Oslo, Dept Psychol, Oslo, NorwaySao Paulo State Univ, Dept Special Educ, Marilia, BrazilNational Council for Scientific and Technological Development, Brazil: 400312/2007-7National Council for Scientific and Technological Development, Brazil: 401392/2010-4Foundation for Research Support of Rio de Janeiro, Brazil: 151.224/2007FAPESP: 2014/09050-3FAS - the Swedish Council for Working life and Social Research: 2006-0777Taylor & Francis LtdUniversidade Estadual Paulista (Unesp)Uppsala UnivUniv Louisiana LafayetteUniversidade do Estado do Rio de Janeiro (UERJ)Rio Claro MunicipalUniversidade Federal de São Carlos (UFSCar)Oslo Univ HospUniv BarcelonaUniv Dublin Trinity CollUniv OsloDeliberato, Debora [UNESP]Jennische, MargaretaOxley, Judithd'Oliveira de Paula Nunes, Leila ReginaFigueiredo Walter, Catia Crivelenti deMassaro, MuniqueAlmeida, Maria AmeliaStadskleiv, KristineBasil, CarmenCoronas, MarcSmith, Martinevon Tetzchner, Stephen2018-11-26T17:45:09Z2018-11-26T17:45:09Z2018-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article16-29http://dx.doi.org/10.1080/07434618.2017.1420691Augmentative And Alternative Communication. Abingdon: Taylor & Francis Ltd, v. 34, n. 1, p. 16-29, 2018.0743-4618http://hdl.handle.net/11449/16383810.1080/07434618.2017.1420691WOS:000424771400002Web of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengAugmentative And Alternative Communication0,919info:eu-repo/semantics/openAccess2024-08-08T20:29:07Zoai:repositorio.unesp.br:11449/163838Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-08T20:29:07Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Vocabulary comprehension and strategies in name construction among children using aided communication
title Vocabulary comprehension and strategies in name construction among children using aided communication
spellingShingle Vocabulary comprehension and strategies in name construction among children using aided communication
Deliberato, Debora [UNESP]
Aided communication
vocabulary
comprehension
production
graphic symbols
strategies
title_short Vocabulary comprehension and strategies in name construction among children using aided communication
title_full Vocabulary comprehension and strategies in name construction among children using aided communication
title_fullStr Vocabulary comprehension and strategies in name construction among children using aided communication
title_full_unstemmed Vocabulary comprehension and strategies in name construction among children using aided communication
title_sort Vocabulary comprehension and strategies in name construction among children using aided communication
author Deliberato, Debora [UNESP]
author_facet Deliberato, Debora [UNESP]
Jennische, Margareta
Oxley, Judith
d'Oliveira de Paula Nunes, Leila Regina
Figueiredo Walter, Catia Crivelenti de
Massaro, Munique
Almeida, Maria Amelia
Stadskleiv, Kristine
Basil, Carmen
Coronas, Marc
Smith, Martine
von Tetzchner, Stephen
author_role author
author2 Jennische, Margareta
Oxley, Judith
d'Oliveira de Paula Nunes, Leila Regina
Figueiredo Walter, Catia Crivelenti de
Massaro, Munique
Almeida, Maria Amelia
Stadskleiv, Kristine
Basil, Carmen
Coronas, Marc
Smith, Martine
von Tetzchner, Stephen
author2_role author
author
author
author
author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (Unesp)
Uppsala Univ
Univ Louisiana Lafayette
Universidade do Estado do Rio de Janeiro (UERJ)
Rio Claro Municipal
Universidade Federal de São Carlos (UFSCar)
Oslo Univ Hosp
Univ Barcelona
Univ Dublin Trinity Coll
Univ Oslo
dc.contributor.author.fl_str_mv Deliberato, Debora [UNESP]
Jennische, Margareta
Oxley, Judith
d'Oliveira de Paula Nunes, Leila Regina
Figueiredo Walter, Catia Crivelenti de
Massaro, Munique
Almeida, Maria Amelia
Stadskleiv, Kristine
Basil, Carmen
Coronas, Marc
Smith, Martine
von Tetzchner, Stephen
dc.subject.por.fl_str_mv Aided communication
vocabulary
comprehension
production
graphic symbols
strategies
topic Aided communication
vocabulary
comprehension
production
graphic symbols
strategies
description Vocabulary learning reflects the language experiences of the child, both in typical and atypical development, although the vocabulary development of children who use aided communication may differ from children who use natural speech. This study compared the performance of children using aided communication with that of peers using natural speech on two measures of vocabulary knowledge: comprehension of graphic symbols and labeling of common objects. There were 92 participants not considered intellectually disabled in the aided group. The reference group consisted of 60 participants without known disorders. The comprehension task consisted of 63 items presented individually in each participant's graphic system, together with four colored line drawings. Participants were required to indicate which drawing corresponded to the symbol. In the expressive labelling task, 20 common objects presented in drawings had to be named. Both groups indicated the correct drawing for most of the items in the comprehension tasks, with a small advantage for the reference group. The reference group named most objects quickly and accurately, demonstrating that the objects were common and easily named. The aided language group named the majority correctly and in addition used a variety of naming strategies; they required more time than the reference group. The results give insights into lexical processing in aided communication and may have implications for aided language intervention.
publishDate 2018
dc.date.none.fl_str_mv 2018-11-26T17:45:09Z
2018-11-26T17:45:09Z
2018-01-01
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1080/07434618.2017.1420691
Augmentative And Alternative Communication. Abingdon: Taylor & Francis Ltd, v. 34, n. 1, p. 16-29, 2018.
0743-4618
http://hdl.handle.net/11449/163838
10.1080/07434618.2017.1420691
WOS:000424771400002
url http://dx.doi.org/10.1080/07434618.2017.1420691
http://hdl.handle.net/11449/163838
identifier_str_mv Augmentative And Alternative Communication. Abingdon: Taylor & Francis Ltd, v. 34, n. 1, p. 16-29, 2018.
0743-4618
10.1080/07434618.2017.1420691
WOS:000424771400002
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Augmentative And Alternative Communication
0,919
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 16-29
dc.publisher.none.fl_str_mv Taylor & Francis Ltd
publisher.none.fl_str_mv Taylor & Francis Ltd
dc.source.none.fl_str_mv Web of Science
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
_version_ 1808128194163769344