The language of beginning writers: implications for children with complex communication needs

Research that has examined the language produced by children with complex communication needs (CCN) suggests that these children frequently struggle to develop mature language skills. This study is the first study in the field of Augmentative and Alternative Communication (AAC) to consider the parallels that exist between learning to write and learning to use an AAC system, and the potential application that typical written language development has for children with CCN. Both groups of children confront the challenge of taking language that is inside their heads and translating it into an expressive form, using an instrument that is not second-nature to them. The cognitive, memory, and physical demands of such a process have obvious ramifications for the quantity and quality of the language produced. This study analyzes the language used by typically developing early-elementary children in North Carolina and New Zealand when they write about self-selected topics. The findings of this study document school age and country-related differences in the vocabulary words, semantic themes, and syntactic and morphological structures used by typically developing children. School age comparisons highlight the restricted language abilities of children in the earliest stages of writing development and country comparisons reveal differences in areas such as core vocabulary and clausal and phrasal diversity. The findings of this study provide much needed information regarding the developmental nature of language use in written language. This information will be relevant to speech-language pathologists, teachers, and other professionals as they engage in selecting, prioritizing, and organizing language in children's AAC systems

Words needed for sharing a story: Implications for vocabulary selection in augmentative and alternative communication

Background: This study examined the narrative vocabulary of typically developing children for the purpose of guiding vocabulary selection for children with complex communication needs. Method: Eight children in their first year of schooling (aged 5 years 0 months to 5 years 8 months) and 10 children in their second year of schooling (aged 6 years 0 months to 7 years 2 months) generated story retell, personal, and script narratives. These were analysed using the Child Language Analysis (MacWhinney, 2008) program. Results: Several words occurred with high frequency across all tasks. Other words were more specific to particular tasks and topics. In the story-retelling task, the majority of the unique words used were from the original story. However, of the total words available in the original story, only a small proportion was used. Conclusions: Some of the high frequency words overlapped with those included in existing wordlists. However, other words were unique to this study. The wordlists generated will provide a useful resource that can be used alongside existing wordlists to guide decision making around vocabulary selection for children with complex communication needs

Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills : A Tutorial

Purpose: Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method: Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results: The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child’s literacy strengths and needs and the implications for individualized instruction. Conclusion: The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs.</p

Phonological awareness development in children with physical, sensory, or intellectual impairment

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