Date of Graduation
Spring 2008
Degree
Master of Science in Communication Sciences and Disorders
Department
Communication Sciences and Disorders
Committee Chair
Lisa Proctor
Abstract
The purpose of this study was to investigate the effects of language modality (i e., signs, verbalizations, and voice output) on language production during storybook reading. The design of the study was a modified multiple baseline design across contexts. One participant with complex communication needs participated in storybook reading for three different books across nine sessions. Language use was recorded across sessions. The participant appeared to use more communication symbols (i.e., verbalizations, signs, and voice output activations) during the voice output condition. Results indicate production of symbols including speech appeared to increase in the condition where a voice output system was introduced. Implications for clinical practice include use of voice output devices with children with Down syndrome as a communication option.
Keywords
Down syndrome, storybook reading, augmentative alternative communication, voice output, expressive language
Subject Categories
Communication Sciences and Disorders
Copyright
© Laura E. Crowell
Recommended Citation
Crowell, Laura E., "Expressive Language Use in Children With Down Syndrome During Storybook Intervention Using Multiple Modalities" (2008). MSU Graduate Theses/Dissertations. 2013.
https://bearworks.missouristate.edu/theses/2013
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