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Beyond toilet and biscuit: introducing augmentative vocabulary
Author(s) -
PRICE KATY
Publication year - 1995
Publication title -
international journal of language and communication disorders
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.101
H-Index - 67
eISSN - 1460-6984
pISSN - 1368-2822
DOI - 10.1111/j.1460-6984.1995.tb01759.x
Subject(s) - augmentative , psychology , vocabulary , augmentative and alternative communication , toilet , manual communication , field (mathematics) , nonverbal communication , value (mathematics) , cognitive psychology , developmental psychology , computer science , linguistics , engineering , mathematics , machine learning , psychiatry , sign language , waste management , philosophy , pure mathematics
The success or failure of equipment aimed to boost use of communication through channels other than speech (symbol systems, voice output devices) depends on many elements. Clinicians working in this field have acknowledged that all areas of the child's functioning: posture, seating, access, cognitive skills and motivation, have to be considered, as well as the attitudes of their listeners and their communication opportunities. This paper will look particularly at the area of motivation. An alternative and augmentative communication (AAC) system must seem useful to the child. The motivation to communicate will be based on the same drives that motivates speaking children to communicate, and the introduction of systems should reflect this. The author will discuss the value of games and activities, of choosing introductory vocabulary relevant to the child's other skills and interests, and the importance of incorporating such systems into individual classrooms.