Date of Graduation
Spring 2008
Degree
Master of Science in Communication Sciences and Disorders
Department
Communication Sciences and Disorders
Committee Chair
Lisa Proctor
Abstract
Storybook reading is an important factor in children's language development. Children who have severe communication difficulties may have fewer opportunities to participate in storybook reading activities. Children may be provided with voice output devices to increase storybook reading participation. When developing communication devices for young children, there are two types of layouts that may be used, visual scene and traditional grid layouts. The purpose of this study was to compare these two types of layouts during storybook reading. Ten typically developing three-year-old children served as participants. The children were randomly separated into two groups of five. One group of five participated in a storybook reading session using the visual scene layout, while the other group of five participated in a storybook session using the traditional grid layout. The number of device activations within each group was counted. The results indicated that there was no significant difference in the number of device activations between the two groups. This paper will discuss the research findings including study limitations, possible clinical implications, and future research.
Keywords
augmentative and alternative communication, visual scene layouts, traditional grid layouts, storybook reading, language development
Subject Categories
Communication Sciences and Disorders
Copyright
© Leslie D. Beard
Recommended Citation
Beard, Leslie D., "A Comparison of Visual Scene and Traditional Grid Layouts of Augmentative and Alternative Communication Devices During Storybook Reading with Typically Developing Three-Year-Old Children" (2008). MSU Graduate Theses/Dissertations. 2007.
https://bearworks.missouristate.edu/theses/2007
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