Examining Dynamic Visual Scene Displays: Implications for Arranging and Teaching Symbol Selection

Olin, Andrea Rachelle; Reichle, Joe; Johnson, LeAnne D; Monn, Emily

doi:10.1044/1058-0360(2010/09-0001)

Cited by 21 publications

(11 citation statements)

References 23 publications

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“…Children's ability to visualize vocabulary and create mental images for scenes in the story may rely on their age, background knowledge, language skills, reaction time, and working memory resources (Johnston & Weismer, 1983;Olin, Reichle, Johnson, & Monn, 2010;Whitmire & Stone, 1991). Based on the recent findings of Olin and colleagues, older preschool children (33-36 months) who were typically developing appeared to perform better than younger children (24-27 months) in locating vocabulary on visual scenes upon initial exposure to the picture.…”

Section: Introductionmentioning

confidence: 91%

Visual Supports for Shared Reading with Young Children: The Effect of Static Overlay Design

Jackson

Wahlquist

Marquis

2011

Augmentative and Alternative Communication

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This study examined the effects of two types of static overlay design (visual scene display and grid display) on 39 children's use of a speech-generating device during shared storybook reading with an adult. This pilot project included two groups: preschool children with typical communication skills (n = 26) and with complex communication needs (n = 13). All participants engaged in shared reading with two books using each visual layout on a speech-generating device (SGD). The children averaged a greater number of activations when presented with a grid display during introductory exploration and free play. There was a large effect of the static overlay design on the number of silent hits, evidencing more silent hits with visual scene displays. On average, the children demonstrated relatively few spontaneous activations of the speech-generating device while the adult was reading, regardless of overlay design. When responding to questions, children with communication needs appeared to perform better when using visual scene displays, but the effect of display condition on the accuracy of responses to wh-questions was not statistically significant. In response to an open ended question, children with communication disorders demonstrated more frequent activations of the SGD using a grid display than a visual scene. Suggestions for future research as well as potential implications for designing AAC systems for shared reading with young children are discussed.

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Section: Introductionmentioning

confidence: 91%

Visual Supports for Shared Reading with Young Children: The Effect of Static Overlay Design

Jackson

Wahlquist

Marquis

2011

Augmentative and Alternative Communication

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“…AutisMate also includes a predictive keyboard and built-in GPS capabilities. Light et al (2004) found children aged 4-5 able to interpret meaning from both visual scene displays and grid-based displays, whereas Drager et al (2003) and Olin et al (2010) found younger children under three years old more successful with the visual scene over the grid screen. While these studies did not include children with ASD, the results suggest that more cognitive processing skills may be needed to interpret isolated symbols in comparison with the visual scenes with items presented in naturally occurring locations Shane (2006).…”

Section: Communicationmentioning

confidence: 99%

Technology and the Treatment of Children with Autism Spectrum Disorder

Cardon¹

2016

Autism and Child Psychopathology Series

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“…Much of the research on the use of VSDs with beginning communicators has focused on infants, toddlers, and preschoolers, both typically developing children (Drager, Light, Curran Speltz, Fallon, & Jeffries, 2003; Drager, et al, 2004; Light, et al, 2004; Olin, Reichle, Johnson, & Monn, 2010) and children with developmental disability (Light & Drager, 2009). Light and Drager (2009) have described a successful evidence-based AAC intervention including VSDs for young children with developmental disability.…”

Section: Aac System Designmentioning

confidence: 99%

AAC technologies with visual scene displays and “just in time” programming and symbolic communication turns expressed by students with severe disability

Drager

Light

Currall

et al. 2017

Journal of Intellectual & Developmental Disability

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Background The current study investigated the impact of an intervention that included aided augmentative and alternative communication (AAC) technologies on the frequency of symbolic communication turns of school-age children, adolescents, and young adults with severe disability. Method Nine students ages 8–20 were engaged in interactive activities using an aided AAC system with visual scene displays (VSDs; concepts embedded within a photograph of a naturally occurring event), and “just-in-time” (JIT) programming (the capability to add new contexts “on the fly”). Effectiveness was evaluated using a single subject multiple probe across participants design. Results All participants demonstrated increases in symbolic communication turns upon introduction of the AAC technologies with VSDs using JIT technology. Conclusions AAC with VSDs and JIT programming may be effective in increasing symbolic communication for students with severe developmental disability. The fast and easy creation of VSDs and hotspots to provide communication may be a valuable tool for interventionists.

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Examining Dynamic Visual Scene Displays: Implications for Arranging and Teaching Symbol Selection

Abstract: Older children perform better than younger children on initial opportunities. However, younger children learn to use VSDs in relatively few instructional opportunities, suggesting that VSDs can be used with children as young as 2 years of age.

Cited by 21 publications

References 23 publications

Visual Supports for Shared Reading with Young Children: The Effect of Static Overlay Design

Visual Supports for Shared Reading with Young Children: The Effect of Static Overlay Design

Technology and the Treatment of Children with Autism Spectrum Disorder

AAC technologies with visual scene displays and “just in time” programming and symbolic communication turns expressed by students with severe disability

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