Unaided AAC Model

Will preschoolers with Down syndrome increase vocabulary with aided AAC modeling or unaided AAC modeling?
Children with complex communication needs (CCN) (this include Down syndrome clients), who used Augmentative and Alternative Communication (AAC) Research indicates that individuals with CCN who use AAC are at risk of semantic-related language delays. They are at risk because of one or more of the following reasons: being talked to less, relying on others for vocabulary development on their AAC device, or experiencing difficulties of graphic symbol sets (Beukelman & Mirenda, 2013). The evidence presented here demonstrates that AAC modeling-based interventions affected vocabulary knowledge for small sets of target vocabulary words, which were
mostly nouns. Both the single case design group and design study (Dada & Alant, 2009; Drager et al., 2006; Harris & Reichle, 2004; Romski et al., 2010), increased vocabulary knowledge gradually from baseline to intervention, showing consistent acquisition of the target words by the end of the studies (3 sessions to onward).
An AAC device comes in two forms: unaided communication and aided communication.
Unaided forms of communication involve nonverbal means of communication, which include gestures, facial expressions, and American Sign Language (ASL). Aided forms of communication involve approaches that require a form of external support, such as a communication board with pictures or printed words. Aided forms can also come in the form of computers, or tablet devices, that show symbols that "speak" through computerized speech. Each aided AAC modeling intervention contains two main features and includes communication partners (e.g., a parent or a teacher). The first feature incorporates the communication partner modeling (pointing or gesturing) towards the aided AAC as they speak to the client. The adult “models” the expressive use of the child’s AAC system. The second feature involves the communication partner engaging with the child in the context of a naturalistic communication interaction. Examples of naturally occurring interactions can include a child participating in a play routine or a child reading a book with an adult at home, school, or clinic
setting.
Semantic skills. Three single-case design studies (Dada & Alant, 2009; Drager et al., 2006; Harris & Reichle, 2004) and one group design study (Romski et al., 2010) reported gradual increases in vocabulary knowledge in response to AAC modeling.
Harris and Reichle (2004) worked with three children with developmental disabilities.
In the study, the researchers targeted 12 different vocabulary words (mostly nouns) in the context of play-based interventions. Four vocabulary words were targeted per activity. For example, words such as “boy,” “girl,” “desk,” “car,” “bed,” “apple,” and “dishcloth” were modeled by pointing to the object and then the AAC symbol on a paper communication display and saying the word within 2 seconds. Harris and Reichle used a scripted procedure for the modeling in the session. In another single-case design vocabulary study, Dada and Alant (2009) worked in the context of a group activity with four participants with cerebral palsy and Down syndrome. They targeted a fixed set of vocabulary words (eight per activity). They also emphasized the AAC modeling of other words, in addition to the target vocabulary, during the activities. All three studies reported relatively similar positive effects using vocabulary probes as a primary dependent
variable.
The client that I am currently shadowing would benefit in aided AAC modeling. L.I. only has a few vocabulary words in his repertoire and should have more based on his chronological age (5 years and 8 months). With the use of an aided modeling AAC intervention, L.I. can gain more vocabulary words according to the studies that were researched shown positive.