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Research Supporting Conceptual Vocabulary
erickson@unc.edu
5/2/2016 2:13 AM
There is one recent study that specifically targeted conceptual vocabulary in an AAC intervention for a child with multiple disabilities including deafblindness. You can find more about it here: http://www.ncbi.nlm.nih.gov/pubmed/24229336
Basically, the authors used a modified PECS procedure to teach the boy to communicate MORE, DONE, and NEW when presented with a variety of preferred and nonpreferred objects or engaged in a variety of preferred and nonpreferred activities. The boy learned the conceptually referenced tactile symbols.
We are focusing on the words GO, LIKE, and NOT in our work with students with the most complex needs including deafblindness, and we're finding those three words can be used to communicate for many different purposes across many contexts.
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Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
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Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
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Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
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– Does this in a number of di erent contexts, and with di erent people
Emerging
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Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
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Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging