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Exploring the Effect of Aided Language and Explicit Instruction Strategies on Children with Developmental disabilities

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Leaning communication symbols and using them to communicate effectively is one of the essential issues when introduces augmentative and alternative communication (AAC) system to children with complex communication needs. Typically the explicit instruction (EI) strategies are used to teach AAC users to learning to communicate with AAC. Currently the effects of aided language strategies have been also supported by the experimental studies. However, which one is more effective on a child with developmental disabilities? The current study aimed to compare the effects of aided language stimulation (ALS) and explicit instruction (EI) strategies on learning and using communication symbols for young children with developmental disabilities. The alternating treatments design with baseline was adopted. Two preschool children with developmental disabilities in an early intervention center participated in the experiment after gained their parents’ consent. The results of experiment indicated that ALS strategy demonstrated more effective on learning the meaning of symbols and using symbols to communicate. The effect of generalization was also good. The effects of maintenance and generalization of ALS were also good. The authors also provided some suggestions for research in the future.

Author(s):

Ming Chung Chen    
Chiayi University
Taiwan, Province Of China

Pei- Ling Chen    
Chiayi University
Taiwan, Province Of China

Ya-ping Wu    
Chiayi University
Taiwan, Province Of China

 

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