Exploring the Impact of Cognition on Young Children's Ability to Navigate a Speech-Generating Device

Abstract

This study examined the impact of cognition on young children's ability to navigate a speech-generating device (SGD) with dynamic paging. Knowledge of which cognitive factors impact navigational skills could help clinicians select the most appropriate SGD for children who have complex communication needs. A total of 65 typically developing children aged 48–77 months were assessed using the Leiter International Performance Scale-Revised (Leiter-R) and the Automated Working Memory Assessment (AWMA). Although significant correlations were found between the ability to navigate an SGD (using a taxonomic organization) and all cognitive factors except for cognitive flexibility, a stepwise linear regression revealed that sustained attention, categorization, and fluid reasoning were the most pragmatic set of factors to predict navigational skills. Future studies are needed to further understand the factors that impact children's navigational skills.

Keywords::

• Augmentative and alternative communication (AAC)
• Speech-generating device (SGD)
• Navigation
• Cognition
• Children

Acknowledgements

This research was performed as part of the first author's doctoral dissertation. The authors would like to thank the Conseil Scolaire Public du Grand Nord de l’Ontario (CSPGNO) for the partnership that allowed this research to be conducted. This research was made possible through a partial financial contribution from Health Canada. The views expressed here do not necessarily represent the official views of Health Canada. Thank you to the students who participated in the data collection: Mélissa Therrien, Melissa Lariviere, France Rainville and Sylvie Rondeau.

Declaration of interest: The authors report no conflicts of interests. The authors alone are responsible for the content and writing of this paper.