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Abstract
This exploratory study examined the potential secondary outcome of an early augmented language intervention that incorporates speech-generating devices (SGD) on motor skill use for children with developmental delays. The data presented are from a longitudinal study by Romski and colleagues. Toddlers in the augmented language interventions were either required (Augmented Communication-Output; AC-O) or not required (Augmented Communication-Input; AC-I) to use the SGD to produce an augmented word. Three standardized assessments and five event-based coding schemes measured the participants’ language abilities and motor skills. Toddlers in the AC-O intervention used more developmentally appropriate motor movements and became more accurate when using the SGD to communicate than toddlers in the AC-I intervention. AAC strategies, interventionist/parent support, motor learning opportunities, and physical feedback may all contribute to this secondary benefit of AAC interventions that use devices.
Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.
This research was supported, in part, by a grant awarded to Mary Ann Romski from the National Institute of Deafness and Other Communication Disorders [DC-03799], the Georgia State University Area of Focus Initiative: Research on the Challenges of Acquiring Language and Literacy (RCALL) Doctoral Fellowship, and the Southern Regional Education Board (SREB) Doctoral Scholars Fellowship.