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Semin Speech Lang 2019; 40(04): 320-332
DOI: 10.1055/s-0039-1692966
Review Article
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Designing Developmentally Sensitive AAC Technologies for Young Children with Complex Communication Needs: Considerations of Communication, Working Memory, Attention, Motor Skills, and Sensory-Perception

Tara O'Neill
1   Department of Speech-Language Pathology, Misericordia University, Dallas, Pennsylvania
2   Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, Pennsylvania
,
Krista M. Wilkinson
2   Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, Pennsylvania
› Author Affiliations
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Publication History

Publication Date:
16 July 2019 (online)

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Abstract

Young children who require augmentative and alternative communication (AAC) must be provided with AAC technologies that are designed to meet their needs and accommodate their skills. One critical aspect of matching the system design features of aided AAC technologies to the needs and abilities of the child with complex communication needs is a consideration of the child's developmental skills. This article provides an overview of specific, early developmental milestones in communication, cognition (i.e., attention and working memory), motor skills, and sensory-perception (including visual attention) that influence decisions regarding AAC system design for young children. Developmental considerations are also reviewed for young children with Down's syndrome, a group that often benefits from early provision of AAC. Based on developmental theory and milestones, specific recommendations are provided for the design of developmentally sensitive AAC technologies for young children who are beginning communicators.

Keywords

augmentative and alternative communication - system design - development - children - AAC technology

Disclosures

Financial: Krista M. Wilkinson is funded by the U.S. Department of Education. Tara O'Neill received financial support for her doctoral training from the Penn State AAC Leadership Project, a doctoral training grant funded by U.S. Department of Education grant #H325D110008.


Nonfinancial: The authors have no nonfinancial relationships to disclose.


 

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