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Emergence of graphic symbol combinations by toddlers in parent coached AAC language intervention

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The purpose of this study was to examine the graphic symbol combinations of 16 toddlers who participated in parent-coached AAC interventions. Vocabulary combinations from the final intervention session were analyzed. Post-hoc analysis focused on the following attributes: type of semantic relation, number of spontaneous utterances versus imitative utterances, generalization of vocabulary across multiple combinatorial utterances, and whether receptive language scores were significantly correlated with number of graphic symbol combinations. In general, the combinations produced by the toddlers were similar to the pattern of children with typical development. Combinations reflected typical semantic relations, were mostly spontaneous as opposed to imitative, and contained words that were generalized across more than one combinatorial utterance.

Author(s):

Gal Kaldes    
Georgia State University
United States

MaryAnn Romski    
Georgia State University
United States

Rose Sevcik    
Georgia State University
United States

Kerstin Tonsing    
University of Pretoria
South Africa

Marika King    
Georgia State University
United States

 

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