Teaching Graphic Symbol Combinations to Children with Limited Speech During Shared Story Reading

Abstract

The aim of this study was to determine the effect of an intervention strategy on the production of graphic symbol combinations in children with limited speech. Four children between the ages of 6;5 and 10;8 (years;months) with limited speech participated in the study. A single-subject, multiple probe design across three different types of semantic relations was used. Generalization to untrained exemplars was also monitored. Results were mixed across the four participants: two participants learned to combine symbols across different types of relations, maintained these skills post intervention, and generalized their skills to untrained combinations; and two participants showed less consistent evidence of learning. The effects, as measured during structured probes, were strong for one participant, moderate for another, and inconclusive for the two others. Responses during shared story reading suggested that the measurement probes might have underestimated participants’ ability to combine symbols.

Keywords::

• Aided communication
• Augmentative and alternative communication
• Graphic symbol combinations
• Matrix strategy
• Shared story reading

Acknowledgements

This study was based on a doctoral dissertation completed by the first author under supervision of the second and third authors.

The authors would like to thank the children, their families, and the school staff for making the study possible. The financial assistance of the University of Pretoria towards the completion of this project is also gratefully acknowledged. The authors would furthermore like to thank Dr Janice Light and the associate editor for their assistance in the preparation of the final version of the article.

Notes

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

Notes

1. Picture Communication Symbols are a registered trade mark of Dynavox Mayer-Johnson, Pittsburgh, PA.

2. English-medium education implies that the language of instruction is English only.

3. In English-medium schools, the language of instruction is English only.

4. Grade R or Reception is a noncompulsory year of schooling (one year prior to the commencement of formal schooling) for children typically aged 5–6 years.