Construction of graphic symbol utterances by children, teenagers, and adults: The effect of structure and task demands

Journal of Speech, Language, and Hearing Research

Volumn 50, Issue 5, 2007, Pages 1314-1329

  Trudeau, Natacha ^a,b,e   Sutton, Ann ^a,b   Dagenais, Emmanuelle ^c   De Broeck, Sophie ^b   Morford, Jill ^d  

^a CENTRE HOSPITALIER DE L UNIVERSITÉ DE MONTRÉAL   (Canada)

^b UNIVERSITÉ DE MONTRÉAL   (Canada)

^c Share Family and Community Services   (Canada)

^d UNIVERSITY OF NEW MEXICO   (United States)

^e NONE   (Canada)

Author keywords

Augmentative alternative communication; Graphic systems; Speakers with native proficiency

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; CONTROLLED STUDY; GROUPS BY AGE; HUMAN; LANGUAGE ABILITY; PHOTOGRAPHY; PICTURE ARCHIVING AND COMMUNICATION SYSTEM; SCHOOL CHILD; STIMULATION; SYMBOLISM; TASK PERFORMANCE; VERBAL COMMUNICATION;

ADOLESCENT; ADULT; AGING; CHILD; COMMUNICATION AIDS FOR DISABLED; HUMANS; LANGUAGE DEVELOPMENT; PHOTOGRAPHY; REFERENCE VALUES; SPEECH;

EID: 35848955671     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2007/092)     Document Type: Article

References (32)

1. Bialystok, E. (1986). Children's concept of word. Journal of Psycholinguistic Research, 15, 13-32.
2. Bishop, D., Byers Brown, B., & Robson, J. (1990). The relationship between phoneme discrimination, speech production, and language comprehension in cerebral-palsied individuals. Journal of Speech and Hearing Research, 33, 210-219.
3. Blockberger, S., & Johnston, J. R. (2001). Grammatical morphology acquisition by children with extremely limited speech. Augmentative and Alternative Communication, 19, 207-221.
4. Blockberger, S., & Sutton, A. (2003). Toward linguistic competence: Language experience and knowledge of children with extremely limited speech. In J. Light, D. Beukelman, & J. Reichle (Eds.), Communicative competence for people who use AAC: From research to effective practice (pp. 63-106). Baltimore: Brookes.
5. Dunn, L., Thériault-Whalen, C., & Dunn, L. M. (1993). Échelle de vocabulaire en images Peabody [French version of the Peabody Picture Vocabulary Test]. Toronto, Ontario, Canada: Psycan.
6. Fischer, S. (1974). Influences on word order change in American Sign Language. In C.N. Li (Ed.), Word order and word order change (pp. 1-25). Austin, TX: University of Texas Press.
7. Fried-Oken, M., & Bersani, H. A., Jr. (2000). Speaking up and spelling it out: Personal essays on augmentative and alternative communication. Baltimore: Brookes.
8. Goswami, U. (2003). Early phonological development and the acquisition of literacy. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 111-125). New York: Guilford Press.
9. Groupe coopératif en orthophonie - Région Laval, Laurentides, Lanaudière. (1995). Épreuve de compréhension de Carrow-Woolfolk, adaptation française du Test of Auditory Comprehension of Language-R [French version of the Test for Auditory Comprehension of Language]. Montréal, Quebec, Canada: Ordre des orthophonistes et audiologistes du Québec.
10. Hehner, B. (1980). Blissymbols for use. Toronto, Ontario, Canada: Blissymbol Communication International.
11. Johnson, R. (1981). The picture communication symbols. Solana Beach, CA: Mayer Johnson.
12. Karmiloff-Smith, A., Grant, J., Sims, K., Jones, M.-C., & Cuckle, P. (1996). Rethinking metalinguistic awareness: Representing and accessing knowledge about what counts as a word. Cognition, 58, 197-219.
13. Kelford Smith, A., Thurston, S., Light, J., Parnes, P., & O'Keefe, B. (1989). The form and use of written communication produced by physically disabled individuals using microcomputers. Augmentative and Alternative Communication, 5, 115-124.
14. Kraat, A. W. (1985). Communication interaction between aided and natural speakers: A state of the art report. Toronto, Ontario, Canada: Canadian Rehabilitation Council for the Disabled.
15. Nadeau, M. (1993). Y a-t-il un ordre des signes en LSQ? [Is there a sign order in Quebec Sign Language?]. In C. Dubuisson & M. Nadeau (Eds.), Études sur la langue des signes québécoise [Studies in Quebec Sign Language] (pp. 83-101). Montréal, Quebec, Canada: Les Presses de l'Université de Montréal.
16. Nakamura, K., Newell, A., Alm, N., & Waller, A. (1998). How do members of different language communities compose sentences with a picture-based communication system? A cross-cultural study of picture-based sentences composed by English and Japanese speakers. Augmentative and Alternative Communication, 14, 71-80.
17. Nippold, M. A., Ward-Lonergan, J., & Fanning, J. L. (2005). Persuasive writing in children, adolescents, and adults: A study of syntactic, semantic, and pragmatic development. Language, Speech, and Hearing Services in Schools, 36, 125-138.
18. Paul, R. (2001). Language disorders from infancy through adolescence. St. Louis, MO: Mosby.
19. Redmond, S. M., & Johnston, S. S. (2001). Evaluating the morphological competence of children with severe speech and physical impairments. Journal of Speech, Language, and Hearing Research, 44, 1362-1375.
20. Smith, M. M. (1990). Reading achievement in nonspeaking children: A comparative study. Augmentative and Alternative Communication, 6, 132.
21. Smith, M. M. (1996). The medium or the message: A study of speaking children using communication boards. In S. von Tetzchner & M. H. Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 119-136). London: Whurr.
22. Smith, M. M., & Grove, N. C. (2003). Output for individuals who use AAC. In J. Light, D. Beukelman, & J. Reichle (Eds.), Communicative competence for people who use AAC: From research to effective practice (pp. 163-198). Baltimore: Brookes.
23. Soto, G. (1999). Understanding the impact of graphic sign use on the message formulation structure. In F. Loncke, J. Clibbens, H. Arvidson, & L. L. Lloyd (Eds.), Augmentative and alternative communication: New directions in research and practice (pp. 40-48). London: Whurr.
24. Sutton, A. E., Gallagher, T., Morford, J. P., & Shanaz, N. (2000). Relative clause sentence production using augmentative and alternative communication systems. Applied Psycholinguistics, 21, 473-486.
25. Sutton, A. E., & Morford, J. P. (1998). Constituent order in picture pointing sequences produced by speaking children using AAC. Applied Psycholinguistics, 19, 525-536.
26. Sutton, A. E., Morford, J. P., & Gallagher, T. (2004). Production and comprehension of graphic symbol utterances expressing complex propositions by adults who use AAC systems. Applied Psycholinguistics, 25, 349-371.
27. Sutton, A. E., Soto, G., & Blockberger, S. (2002). Grammatical issues in graphic symbol communication. Augmentative and Alternative Communication, 18, 192-204.
28. van Kleek, A. (1982). The emergence of linguistic awareness: A cognitive framework. Merrill-Palmer Quarterly, 28, 237-265.
29. von Balkom, H., & Donker-Gimbrère, M. W. (1996). A psycholinguistic approach to graphic language use. In S. von Tetzchner & M. H. Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 153-170). London: Whurr.
30. von Tetzchner, S. (2000). Introduction to augmentative and alternative communication (2nd ed.). San Diego, CA: Whurr.
31. Widgit Software. (2000). Écrire avec des symbols [Computer software]. United Kingdom: Author.
32. Williams, M., & Krezman, C. (2000). Beneath the surface: Creative expressions of augmented communicators. Toronto, Ontario, Canada: International Society for Augmentative and Alternative Communication.