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The present study investigated the learning demands of dynamic display augmentative and alternative communication (AAC) technologies that differed in system layout and menu page approaches for 3-year-old children. Ten typically developing children were randomly assigned to each of 3 technology approaches and were asked to located vocabulary items within a play context. Results indicated that the children had difficulty with all of the technologies on initial exposure. After the 1st learning session, children performed significantly better with AAC technologies in a contextual scene format than in a grid format. Some limited generalization to new vocabulary was evident. AAC technologies for young children need to be redesigned to better reflect the developmental models of children. Results are discussed with implications for practice and suggestions for future research.
KEY WORDS: augmentative and alternative communication (AAC), assistive technology, dynamic displays, children, learning
Augmentative and alternative communication (AAC) technologies offer a potential means for young children with severe communication impairments to use and develop language and interact with others. However, the current generation of computer-based AAC technologies is based on the conceptual models of adults without disabilities and is not compatible with conceptual models of young children (Drager, Light, Curran Speltz, Fallon, & Jeffries, 2003; Light, 1997; Light & Drager, 2002; Light & Lindsay, 1991). For many children, the introduction of these technologies may actually present additional barriers to language, literacy, social, and cognitive skill development, as the children may spend a significant amount of time learning to use the technologies-a very high "cost of learning" (cf. Beukelman, 1991). Ideally, AAC technologies would be initially transparent for children, with minimal learning demands.
Dynamic display AAC technologies, in which a selection on a display results in a new array of graphic symbols (Lloyd, Fuller, & Arvidson, 1997), are increasingly available for young children. Dynamic display technologies offer the advantage of having fewer symbols necessary on each page of the display at one time while still allowing access to a larger vocabulary set. However, use of a dynamic display technology requires the following: (a) the understanding that other graphic symbols are available in the system, even though they are not visible; (b) the ability to determine or remember the correct page where the item is located; and (c) the ability...