387
Views
26
CrossRef citations to date
0
Altmetric
Original Article

Constructing Preschool Communities of Learners that Afford Alternative Language Development

, , &
Pages 82-100 | Published online: 12 Jul 2009

References

  • Basil, C., & Soro-Camats, E. (1996). Supporting graphic language acquisition by a girl with multiple impairments. In S. von Tetzchner & M. H. Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 270–291). London: Whurr.
  • Baumgart, D., Johnson, J., & Helmstetter, E. (1990). Augmentative and alternative communication systems for persons with moderate and severe disabilities. Baltimore, MD: Paul H. Brookes.
  • Bates, E., Dale, P. S., & Thal, D. (1995). Individual differences and their implications for theories of language development. In P. Fletcher, & B. MacWhinney (Eds.), Handbook of child language (pp. 96–151). Oxford, UK: Basil Blackwell.
  • Beck, A. R., & Fritz-Verticcio, H. (2003). The influence of information and role-playing experiences on children's attitudes towards peers who use AAC. American Journal of Speech-Language Pathology, 12, 51–60.
  • Beukelman, D. R., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe com-munication disorders in children and adults (2nd Edn). London, UK: Paul H. Brookes.
  • Beukelman, D. R., Mirenda, P., & Sturm, J. (1998). Educational inclusion of AAC users. In D. R. Beukel-man, P. & Mirenda (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults (2nd Edn) (pp. 391–424). London, UK: Paul H. Brookes.
  • Blischak, D. M., Loncke, F., & Waller, A. (1997). Interven-tion for persons with developmental disabilities. In L.L. Lloyd, D.R. Fuller, & H.H. Arvidson (Eds.), Augmenta-tive and alternative communication. A handbook of principles and practices (pp. 299-339). Boston, MD: Allyn & Bacon.
  • Bloom, L. (1973). One word at a time. The Hague, The Netherlands: Mouton.
  • Bloom, L., & Tinker, E. (2001). The intentionality model and language acquisition. Monographs of the Society for Research in Child Development, 66 (4), 1–91.
  • Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching and Therapy, 18, 1–22.
  • Brekke, K. M., & von Tetzchner, S. (2003). Co-construction in graphic language development. In S. von Tetzchner, & N. Grove (Eds.), Augmentative and alternative commu-nication: Developmental issues (pp. 176–210). London, UK: Whurr.
  • Brown, L., Wilcox, B., Sontag, E., Vincent, B., Dodd, N., & Gruenewald, L. (1977). Toward the realization of the least restrictive educational environment for severely handicapped students. The American Association for the Education of the Severely' Profoundy Handicapped Review, 2, 195–201.
  • Bruner, J. S. (1983). Child's talk. Oxford, UK: Oxford University Press.
  • Bruno, J., & Bryen, D. N. (1986, September). The impact of modeling on physically disabled nonspeaking children's communication. Presented at the 2nd Biennial Confer-ence on Augmentative and Alternative Communication, Cardiff, UK.
  • Buzolich, M. J., King, J. S., & Baroody, S. M. (1991). Acquisition of the commenting function among system users. Augmentative and Alternative Communication, 7, 88–99.
  • Buzolich, M. J., & Lunger, J. (1995). Empowering system users in peer training. Augmentative and Alternative Communication, 11, 37–48.
  • Calculator, S. N., & Jorgensen, C. M. (1991). Integrating AAC instruction into regular educational settings: Expounding on best practices. Augmentative and Alter-native Communication, 7, 204–214.
  • Campbell, A. (2002). One of the gang: Social inclusion in a rural primary school. In A. Wilson (ed.), Augmentative communication and inclusion: Children and adults (pp. 12–16). Edinburgh, UK: Call Centre.
  • Carter, M., & Maxwell, K. (1988). Promoting interaction with children using augmentative communication through a peer-directed intervention. International Jour-nal of Disability, Development and Education, 45 75–96
  • Clark, R. (1982). Theory and method in child-language research: Are we assuming too much? In S. Kuczaj II (Ed.), Language development, Volume 1: Syntax and semantics (pp. 1–36). Hillsdale, NJ: Lawrence Erlbaum.
  • Clarke, M., & Kirton, A. (2003). Patterns of interaction between children with physical disabilities using augmen-tative and alternative communication systems and their peers. Child Language Teaching and Therapy, 19, 135–151.
  • Cole, M. (2002). Culture and development. In H. Keller, Y. H. Poortinga, & A. Schölmerich (Eds.), Between culture and biology: Perspectives on ontogenetic development (pp. 303–319). Cambridge: Cambridge University Press. Daniels, H., & Garner, P. (Eds.) (1999). Inclusive education. London, UK: Kogan Page.
  • Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57, 194–201.
  • de Saussure, F. (1959). Course in general linguistics. New York: Philosophical Library.
  • Dollaghan, C. (1985). Child meets word: 'Fast mapping' in preschool children. Journal of Speech and Hearing Research, 28, 449–454.
  • Dromi, E. (1993). The mysteries of early lexical development: Underlying cognitive and linguistic processes in meaning acquisition. In E. Dromi (Ed.), Language and cognition: A developmental perspective (pp. 32–60). Norwood, NJ: Ablex.
  • Dunn, J. (1988). The beginnings of social understanding. Oxford; UK: Basil Blackwell.
  • Dunn, J. (1999). Siblings, friends and the development of social understanding. In W.A. Collins, & B. Laursen (Eds.), Relationships as developmental contexts (pp. 263–279). Mahwah, NJ: Lawrence Erlbaum.
  • Eisenberg, N., Fabes, R. A., & Losoya, S. (1997). Emotional responding: Regulation, social correlates, and socializa-tion. In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence (pp. 129–167). New York: Basic Books.
  • Ely, R., & Gleason, J. B. (1995). Socialization across contexts. In P. Fletcher, & B. MacWhinney (Eds.), Handbook of child language (pp. 251–270). Oxford, UK: Basil Blackwell.
  • Farr, R., & Rommetveit, R. (1995). The communicative act: an epilogue to mutualities in dialogue. In I. Markova, C.
  • Graumann, & K. Foppa (Eds.), Mutualities in dialogue (pp. 264–274). Cambridge: Cambridge University Press. Ferguson, C. (1959). Diglossia. Word, 15, 325–340.
  • Gibson, E. J. (1982) The concept of affordances in development: The renascence of functionalism. In W. A. Collins, Minnesota symposia on child psychology, Volume 15 (pp. 55–81). Hillsdale, NJ: Lawrence Erlbaum.
  • Gibson, J. J. (1979). The ecological approach to visual perception. Boston, MD: Houghton Mifflin.
  • Glucksberg, S., Krauss, R. M., & Weisberg, R. (1966). Referential communication in nursery school children: Method and some preliminary findings. Journal of Experimental Child Psychology, 3, 333–342.
  • Goosens', C., Craffi, S. S., & Elder, P. S. (1992). Engineering the preschool environment for interactive, symbolic com-munication. Birmingham, AL: Southeast Augmentative Communication Conference.
  • Gray, C. A. (1995). Teaching children with autism to 'read' social situations. In K. A. Quill (Ed.), Teaching children with autism (pp. 220–241). London: Delmar.
  • Griffiths, P. (1986). Early vocabulary. In P. Fletcher, & M. Garman (Eds.), Language acquisition (2nd Edn) (pp. 279–306). Cambridge, UK: Cambridge University Press.
  • Grove, N., Dockrell, J., & Woll, B. (1996). The two-word stage in manual signs: Language development in signers with intellectual impairment. In S. von Tetzchner, & M. H. Jensen (Eds.), Augmentative and alternative commu-nication: European perspectives (pp. 101–118). London, UK: Whurr.
  • Grove, N., & Tucker, S. (2003). Narratives in manual sign by children with intellectual impairments. In S. von Tetzch-ner, & N. Grove (Eds.), Augmentative and alternative communication: Developmental issues (pp. 229–255). London, UK: Whurr.
  • Guralnick, M. (2001a). Early childhood inclusion: Focus on change. Baltimore, MD: Paul H. Brookes.
  • Guralnick, M. (2001b). A framework for change in early childhood education. In M. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 3–35). Balti-more, MD: Paul H. Brookes.
  • Hagemoen, M. K., Hellberg, K., Krabbe, S., Opsal, K., Boroy, A., & von Tetzchner, S. (2004). `Jeg har noe a sir Strategisk sprákbruk hos barn som utvikler alternativ og supplerende kommunikasjon CI have something to say'. Strategic use of language in children developing augmen-tative and alternative communication). Oslo: Rikshospitalet & Berg gard skole.
  • Halliday, M. A. K. (1975). Learning how to mean. London, UK: Edward Arnold.
  • Hamilton, B. L., & Snell, M. E. (1993). Using the milieu approach to increase spontaneous communication book use across environments by an adolescent with autism. Augmentative and Alternative Communication, 9, 273–280.
  • Hansson, M. J., Wolfberg, P., Zerchner, C., Morgan, M., Gutlerrez, S., Barnwell, D., & Beckman, P. (1998). The culture of inclusion: Recognizing diversity at multiple levels. Early Childhood research Quarterly, 13, 185–209.
  • Hansson, K., Nettelbladt, U., & Nilholm, C. (2000). Contextual influence on the language production of children with speech/language impairment. International Journal of Language and Communication Disorders, 35, 31–47.
  • Harper, L. V., & McCluskey, K. S. (2002). Caregiver and peer responses to children with language and motor disabilities in inclusive preschool programs. Early Child-hood Research Quarterly, 17, 148–166.
  • Harris, D. (1982). Communicative interaction processes involving non-vocal physically handicapped children. Topics in Language Disorders, 2, 21–37.
  • Harris, M. (1992). Language experience and early language development. From input to uptake. Hove, UK: Lawrence Erlbaum.
  • Harris, M. D., & Reichle, J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabil-ities. American Journal of Speech-Language Pathology, 13, 155–167.
  • Hawkes, R. (1998, August). A visual communication-based intervention approach for challenging behavior. Pre-sented at The 8th Biennial Conference on Augmentative and Alternative Communication, Dublin, Ireland.
  • Johnson, R. (1992). The picture communication symbols - Book III. Solana Beach, CA: Mayer-Johnson.
  • Johnson, J. M., Baumgart, D., Helmstetter, E., & Curry, C. C. (1996). Augmenting basic communication in natural contexts. London: Paul H. Brookes.
  • Johnston, S. S., Reichle, J., & Evans, J. (2004). Supporting augmentative and alternative communication use by beginning communicators with severe disabilities. Amer-ican Journal of Speech-Language Pathology, 13, 20–30.
  • Kemple, K.M. (2004). Let's befriends. Peer competence and social inclusion in early childhood programs. New York: Teacher College Press.
  • Knox, E. (2002). Educational attainments of children with specific language impairment at year six. Child Language Teaching and Therapy, 18, 103–124.
  • Kraat, A. W. (1985). Communication interaction between aided and natural speakers: A state of the art report. Toronto: Canadian Rehabilitation Council for the Disabled.
  • Launonen, K. (2003). Manual signing as a tool of commu-nicative interaction and language: The development of children with Down syndrome and their parents. In S. von Tetzchner, & N. Grove (Eds.), Augmentative and alternative communication: Developmental issues (pp. 83–122). London, UK: Whurr.
  • Lieven, E., Behrens, H., Speares, J., & Tomasello, M. (2003). Early syntactic creativity: A usage-based approach. Journal of Child Language, 30, 333–370.
  • Light, J. (1985). The communicative interaction patterns of young nonspeaking physically disabled children and their primary caregivers. Toronto: Blissymbolics Communica-tion Institute.
  • Light, J. (1997). 'Let's go star fishing': Reflections on the contexts of language learning for children using augmen-tative and alternative communication. Augmentative and Alternative Communication, 13, 158–171.
  • Light, J. C., Drager, K. D. R., & Nemser, J. G. (2004). Enhancing the appeal of AAC technologies for young children: Lessons from toy manufacturers. Augmentative and Alternative Communication, 20, 137–149.
  • Lock, A. (1980). The guided reinvention of language. London, UK: Academic Press.
  • Lock, A., & Peters, C. R. (Eds.) (1996). Handbook of human symbolic evolution. Oxford, UK: Clarendon.
  • Loeding, B. L., Zangari, C., & Lloyd, L. L. (1990). A 'working party' approach to planning in-service training in manual signs to an entire public school staff. Augmentative and Alternative Communication, 6, 38–49.
  • Martinsen, H., & von Tetzchner, S. (1996). Situating augmentative and alternative communication interven-tion. In S. von Tetzchner, & M. H. Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 37–48). London, UK: Whurr.
  • McNaughton, S. (2003). Blissymbol learners, their language and their language partners: Development through three decades. In S. von Tetzchner, & N. Grove (Eds.), Augmentative and alternative communication: Develop-mental issues (pp. 357–387). London, UK: Whurr.
  • Mirenda, P. (1997). Supporting individuals with challenging behavior through functional communication training and AAC: Research review. Augmentative and Alternative Communication, 13, 207–225.
  • Moller, S., & von Tetzchner, S. (1996). Allowing for developmental potential: A case study of intervention change. In S. von Tetzchner, & M. H. Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 249–269). London, UK: Whurr.
  • Mulvihill. B. A., Shearer, D., & Van Horn, M. L. (2002). Training, experience and child care providers' perceptions of inclusion. Early Childhood Research Quarterly, 17, 197–215.
  • Nelson, K. (1996). Language in cognitive development. The emergence of the mediated mind. New York: Cambridge University Press.
  • Odom, S. L. (2002). Narrowing the question: Social integration and characteristics of children with disabilities in inclusion settings. Early Childhood Research Quarterly, 17, 167–170.
  • Oliver, C. B., & Halle, J. W. (1982). Language training in the everyday environment. Journal of the Association for Persons with Severe Handicaps, 8, 50–62.
  • Oliver, R. (2002). The patterns of negotiation for meaning in child interactions. The Modern Language Journal, 86, 97–111.
  • Ostrosky, M. M., Kaiser, A. P., & Odom, S. L. (1993). Facilitating children's social-communicative interactions through the use of peer-mediated intervention. In A. P. Kaiser, & D. B. Gray (Eds.), Enhancing children's communication: Research foundations for intervention (pp. 159–185). London: Paul H. Brookes.
  • Paul-Brown, D., & Caperton, C. J. (2003). Inclusive practices for preschool-age children with specific language impair-ment. In M. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 433–463). Baltimore, MD: Paul H. Brookes.
  • Peters, A. (2001). Filler syllables: What is their status in emerging grammar? Journal of Child Language, 28, 229–242.
  • Piaget, J. (1932). The moral judgment of the child. London: Kegan Paul.
  • Pijl, S. J., Meijer, C. J. W., & Hegarty, S. (Eds.) (1997). Inclusive education: A global agenda. London, UK: Routledge.
  • Rafferty, Y., Piscitelli, V., & Boettcher, C. (2003). The impact of inclusion on language and social competence among preschoolers with disabilities. Exceptional Chil-dren, 69, 467–479.
  • Renner, G. (2003). The development of communication with alternative means from Vygotsky's cultural-historical perspective. In S. von Tetzchner, & N. Grove (Eds.), Augmentative and alternative communication: Develop-mental issues (pp. 67–82). London, UK: Whurr.
  • Rogoff, B., Turkanis, C. G., & Bartlett, L. (Eds.) (2001). Learning together: Children and adults in a school community. Oxford, UK: Oxford University Press.
  • Romski, M. A., & Sevcik, R. A. (1996). Breaking the speech barrier. Baltimore, MD: Paul H. Brookes.
  • Romski, M. A. Sevcik, R. A., & Forest, S. (2001). Assistive technology and augmentative and alternative commu-nication in inclusive education early education programs. In M. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 465–479). Baltimore, MD: Paul H. Brookes.
  • Saarni, C. (1997). Emotional competence and self-regulation in childhood. In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence (pp. 35–66). New York: Basic Books.
  • Schaffer, H. R. (1989). Language development in context. In S. von Tetzchner, L.S. Siegel, & L. Smith (Eds.), The social and cognitive aspects of normal and atypical language development (pp. 1–22). New York: Springer.
  • Schlosser, R. W. (Ed.) (2003). The efficacy of augmentative and alternative communication: Towards evidence-based practice. London, UK. Academic Press.
  • Scollon, R. (1976). Conversations with a one year old. Honolulu, HI: University of Hawaii Press.
  • Scollon, R. (2001). Mediated discourse: The nexus of practice. London, UK: Routledge.
  • Sigafoos, J. (2001). Challenging behavior and alternative communication for individuals with autism and other developmental disabilities. In S. von Tetzchner, & J. Clibbens (Eds.), Understanding the theoretical and meth-odological bases of augmentative and alternative communication (pp. 160–168). Toronto: International Society for Augmentative and Alternative Communica-tion.
  • Smith, M. M. (2003). Environmental influences on aided language development: The role of partner adaptation. In S. von Tetzchner, & N. Grove (Eds.), Augmentative and alternative communication: Developmental issues (pp. 155–175). London, UK: Whurr.
  • Sokolov, J., & Snow, C. (1994). The changing role of negative evidence in theories of language acquisition. In C. Gallaway, & B. Richards (Eds.), Input and interaction in language acquisition (pp. 38–55). London: Cambridge University Press.
  • Soto, G. (1999). Understanding the impact of graphic sign use on the message structure. In F. T. Loncke, J. Clibbens, H. H. Arvidson, & L.L. Lloyd (Eds.), Augmentative and alternative communication: New direc-tions in research and practice (pp.40–48). London, UK: Whurr.
  • Soto, G., Muller, E., Hunt, P., & Maier, J. (2001a). Professional skills for serving students who use AAC in general education classrooms: A team perspective. Language, Speech and Hearing Services in Schools, 32, 51–56.
  • Soto, G., Muller, E., Hunt, P., & Maier, J. (2001b). Critical issues in the inclusion of students who use AAC: An educational team perspective. Augmentative and Alter-native Communication, 17, 62–72.
  • Soto, G., & von Tetzchner, S. (2003). Augmentative and alternative communication development through partici-pation in socio-cultural activities in shared educational settings. In S. von Tetzchner, & N. Grove (Eds.), Augmentative and alternative communication: Develop-mental issues (pp. 287–299). London, UK: Whurr.
  • Stahmer, A. C., & Ingersoll, B. (2004). Inclusive program-ming for toddlers with autism spectrum disorders. Journal of Positive Behavior Interventions, 6, 67–82.
  • Tomasello, M. (1992). First verbs: A case study of early grammatical development. Cambridge, UK: Cambridge University Press.
  • Tomasello, M. (1999). The cultural origins of human cognition. London, UK: Harvard University Press.
  • Tomasello, M. (2003). Constructing a language. A usage-based theory of language acquisition. London, UK: Harvard University Press.
  • Venn, M. L., Wolery, M., Fleming, L. A., DeCecare, L. D., Morris, A., & Cuffs, M. S. (1993). American Journal of Speech Language Pathology: A Journal of Clinical Practice, 3, 38–46.
  • von Tetzchner, S. (1988, October). Becoming an aided speaker. Presented at the Third Biennial Conference on Augmentative and Alternative Communication, Los Angeles, USA.
  • von Tetzchner, S. (1996, August). The contexts of early aided language acquisition. Presented at the 7th Biennial Conference of the International Society for Augmentative and Alternative Communication, Vancouver, Canada.
  • von Tetzchner, S. (1998). Children, adolescents and adults with developmental disorders in need of augmentative and alternative communication. The ISAAC Bulletin, 54, 1–3.
  • von Tetzchner, S. (1999a, April). The acquisition of atypical language forms. Invited keynote at the 1999 Annual Conference of the British Psychological Society, Belfast, UK.
  • von Tetzchner, S. (1999b). Reply to Romski and Sevcik. The ISAAC Bulletin, 55, 8.
  • von Tetzchner, S. (2003). Utfordrende atferd for rnennesker rned kerehemning (Challenging behavior in people with learning disability). Oslo: Gyldendal Akademisk.
  • von Tetzchner, S. (2004). Early intervention and prevention of challenging behaviour in children with learning disabilities. Perspectives in Education, 22, 85–100.
  • von Tetzchner, S., & Grove, N. (2003). The development of alternative language forms. In S. von Tetzchner, & N. Grove (Eds.), Augmentative and alternative communica-tion: Developmental issues (pp. 1–27). London, UK: Whurr.
  • von Tetzchner, S., Grove, N., Loncke, F., Barnett, S., Woll, B., & Clibbens, J. (1996). Preliminaries to a comprehen-sive model of augmentative and alternative communication. In S. von Tetzchner, & M.H. Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 19–36). London, UK: Whurr.
  • von Tetzchner, S., & Martinsen, H. (1996). Words and strategies: Communicating with young children who use aided language. In S. von Tetzchner, & M. H. Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 65–88). London, UK: Whurr.
  • von Tetzchner, S., & Martinsen, H. (2000). Introduction to augmentative and alternative communication, (2nd Edn). London, UK: Whurr.
  • von Tetzchner, S., Ovreeide, K. D., Jorgensen, K. K., Ormhaug, B. M., Oxholm, B., & Warme, R. (2004). Acquisition of graphic communication by a young girl without comprehension of spoken language. Disability and Rehabilitation, 26, 1335–1346.
  • Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press.
  • Waller, A., & O'Mara, D. A. (2003). Aided communication and the development of personal story telling. In S. von Tetzchner, & N. Grove (Eds.), Augmentative and alter-native communication: Developmental issues (pp. 256–271). London, UK: Whurr.
  • Warren, S. F., & Kaiser, A. P. (1986). Incidental teaching: A critical review. Journal of Speech and Hearing Disorders, 51, 291–299.
  • Wells, G. (1987). The meaning makers: Children learning language and using language to learn. London, UK: Hodder and Stoughton.
  • Weppelman, T. L., Bostow, A., Schiffer, R., Elbert-Perez, E., & Newman, R. S. (2003). Children's use of the prosodic characteristic of infant-directed speech. Language and Communication, 23, 63–80.
  • Werker, J. F., & Polka, L. (1993). The ontogeny and developmental significance of language-specific phonetic perception. In B. de Boysson-Bardies, S. de Schonen, P. E. Jusczyk, P. McNeilage, & J. Morton (Eds.), Develop-mental neurocognition: Speech and face processing in the first year of life (pp. 275–288). Norwell, MA: Kluwer.
  • Werner, H. (1948). Comparative psychology of mental development, Revised edition. New York: International Universities Press.
  • Wittgenstein, L. (1953). Philosophical investigations. New York: Macmillan.
  • Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100.
  • Zigmond, N. (2003). Where should students with disabilities receive special education services? Is one place better than another? Journal of Special Education, 37, 193–199.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.