Adult Partner-Augmented Communication Input to Youth with Mental Retardation Using the System for Augmenting Language (SAL)

The frequency & nature of augmented input produced by adults for youths with mental retardation (N = 13, aged 6-20) was examined to determine the importance of variables, eg, input frequency, & the effects of instructional environments & symbol achievement levels. Ss paired by chronologi...

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Published in:Journal of speech and hearing research 1995-08, Vol.38 (4), p.992-912
Main Authors: Sevcik, Rose A, Romski, Mary Ann, Watkins, Ruth V, Deffebach, Kim P
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container_title Journal of speech and hearing research
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creator Sevcik, Rose A
Romski, Mary Ann
Watkins, Ruth V
Deffebach, Kim P
description The frequency & nature of augmented input produced by adults for youths with mental retardation (N = 13, aged 6-20) was examined to determine the importance of variables, eg, input frequency, & the effects of instructional environments & symbol achievement levels. Ss paired by chronological age were randomly assigned to either a home or school instruction group. Communication devices - symbol set & symbol vocabulary - & the communicative teaching process used are outlined. During the two-year study, all Ss evidenced two patterns of system for augmenting language (SAL) achievement, based on overall vocabulary size, symbol articulation rate, & generalization skills. Differences were revealed in the frequencies with which home & school partners provided augmented input, & in the manners & styles of the input found in the home & school. It is concluded that although variances exist between the two localities, the partner-augmented input was uniformly presented so that the entire SAL system was acquired. 5 Tables, 2 Figures, 1 Appendix, 57 References. D. Summers
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title Adult Partner-Augmented Communication Input to Youth with Mental Retardation Using the System for Augmenting Language (SAL)
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