Developing Assistive Technology Strategies for Infants and Toddlers with Communication Difficulties

Abstract

Communication is a process that begins at birth and continues throughout life. For young children with developmental delay or disability, the acquisition of expected communication skills may be compromised. Compromised communication skills, in turn, may lead to additional challenges when participating in daily activities and routines, forming social relationships, and developing independence. Assistive technology (AT) is one means by which a child's current communication skills can be expanded and enhanced within the child's natural environment. Increased awareness by both parents and professionals of the availability of AT has led to the inclusion of AT strategies within routine day-to-day early intervention practices. This article briefly highlights early aspects of communication development in typically developing infants and toddlers, then provides a framework through which AT strategies can be identified and utilized by parents and professionals to improve a child's existing communication skills.

A Review of Evidence on Practices for Teaching Young Children to Use Assistive Technology Devices

“…Others describe AT intervention generally (e.g., Behrmann, Jones, & Wilds, 1989;Behrmann & Lahm, 1983;Brinker & Lewis, 1982;Sullivan & Lewis, 1993) or provide descriptive information about particular skills and the role of AT in promoting skill performance. For example, articles focus on the use of devices related to mobility (Butler, 1988), play (Lane & Mistrett, 1996, 2002, or AAC communication (e.g., Berry, 1987;Light & Drager, 2002;Light & Kent-Walsh, 2003;Parette & Angelo, 1996;Reinhartsen, Edmondson, & Crais, 1997). These articles provide information about AT practices and use with young children with disabilities but do not provide practitioners or families with specific intervention strategies that are effective in using AT as an intervention with young children.…”

Literacy, development and disabilities: are we moving in the right direction?

“…If children do not believe that they can achieve some aspect of learning, they are not likely to put forth the extra effort needed to persevere long enough to master skills such as reading and writing (Paris & Oka, 1989). Thus, failure and helplessness are reinforced, and Literacy, development and disabilities 653 illiteracy prevails (Cohen et al, 1989;Light & McNaughton, 1993;Sylwester, 1994;Hoover-Dempsey & Sandler, 1997;Reinhartsen et al, 1997).…”

“…Recent studies of how sounds are transformed into all forms of language and how language is used to gain meaning have increased understanding of the ways in which people learn. It appears that the timing is critical for the brain receptors to receive neural imprints of language for learning to take place (Jusczyk et al, 1993;Blackman, 1995;Galaburda, 1997;Jusczyk & Hohne, 1997;Reinhartsen et al, 1997;Trehub et al, 1997;Lewkowicz, 2003).…”

A Case Study of the Communication Pattern and Participation in Life of a 51-Year Aphasic Adult in Natural Setting

“…Communication is a lifelong learning process beginning at birth and is made in different ways like listening, speaking, gesturing, reading, and writing. Communication abilities help one to learn, form social relationships, express feelings, and participate in everyday life activities [5]. Some individuals, due to cognitive and/or physical impairments, may have difficulty expressing themselves clearly or understanding what is being said to them.…”