The availability and accessibility of basic concept vocabulary in AAC software: a preliminary study

Abstract

Core vocabulary lists obtained through the analyses of children's utterances include a variety of basic concept words. Supporting young children who use augmentative and alternative communication (AAC) to develop their understanding and use of basic concepts is an area of practice that has important ramifications for successful communication in a classroom environment. This study examined the availability of basic concept words across eight frequently used, commercially available AAC language systems, iPad© applications, and symbol libraries used to create communication boards. The accessibility of basic concept words was subsequently examined using two AAC language page sets and two iPad applications. Results reveal that the availability of basic concept words represented within the different AAC language programs, iPad applications, and symbol libraries varied but was limited across programs. However, there is no significant difference in the accessibility of basic concept words across the language program page sets or iPad applications, generally because all of them require sophisticated motor and cognitive plans for access. These results suggest that educators who teach or program vocabulary in AAC systems need to be mindful of the importance of basic concept words in classroom settings and, when possible, enhance the availability and accessibility of these words to users of AAC.

Augmentative and Alternative Communication and Remote Learning

“…In addition, teachers must include vocabulary on the AAC device that meets the unique needs of the individual child (i.e., fringe words), keeping in mind that the language needs of each student in the classroom may be different (Bean et al, 2019). When selecting the individualized vocabulary, teachers should consider words that align with classroom academic topics, terms commonly used by the teacher, typical vocabulary for classroom peers (i.e., age level, grade level), and descriptive words used to describe location and time (McCarthy et al, 2017).…”

Sensitivity to Communication Partners During Naturalistic AAC Conversations in Cantonese Chinese

“…For example, an AAC system used in school setting will need academic concept representation. McCarthy et al (2017) showed that many age-appropriate concept words were not adequately represented or easily accessible in four commercially available AAC systems. The authors highlighted the need for educators to recognize and address the limitations of basic concept content in pre-packaged AAC software or applications.…”

Alors on lit ? La littérature jeunesse à la portée des enfants à besoins complexes de communication grâce à la lecture interactive et à la communication alternative et/ou améliorée

“…).L'accès au vocabulaire de base est un outil puissant pour que les utilisateurs de CAA atteignent une communication fonctionnelle, notamment dans l'environnement scolaire(McCarthy et al 2017). Dès lors, la prise en compte du vocabulaire de base dans le domaine de la CAA est primordiale.…”