Graduation Year
2022
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Communication Sciences and Disorders
Major Professor
Howard Goldstein, Ph.D.
Co-Major Professor
Keri Madsen, Ph.D., CCC-SLP
Committee Member
Cara Babon, M.S., CCC-SLP
Keywords
Augmentative and Alternative Communication, storybook reading, speech output technology
Abstract
The purpose of the current study was to evaluate the effect of aided Alternative and Augmentative Communication-Modeling (AAC-MOD) intervention on the communication skills of preschool-age children with Down syndrome (DS) during dialogic book reading. The study investigated to what extent AAC-MOD is effective in increasing the acquisition of target vocabulary and expressive communication acts by children with DS who use few words functionally. Two children aged 3;10 and 5;4, with repertoires of less than 75 intelligible words were selected. A repeated acquisition experimental design was used to examine the effects of instruction on target vocabulary word learning and symbolic communication. Results indicate a functional relation between intervention and both target vocabulary acquisition and expressive symbolic communication for both participants. AAC-MOD embedded within dialogic reading appears to be a promising strategy to teach target vocabulary words and increase expressive symbolic communication acts in this population. Social validity interviews also indicated that the participants’ primary caregivers considered the intervention appropriate and beneficial for their children, specifically increasing their engagement with shared book reading.
Scholar Commons Citation
Mchugh, Emily A., "The Effect of AAC-Modeling Intervention (AAC-MOD) Within Dialogic Reading on Vocabulary Learning in Children with Down Syndrome" (2022). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/9411
