50
Views
0
CrossRef citations to date
0
Altmetric
Research Article

What relationships exist between nouns and verbs and the use of prepositions, adverbs, and adjectives in children and adolescents who use speech generating devices?

, ORCID Icon &
Received 29 Jun 2023, Accepted 21 Apr 2024, Published online: 22 May 2024

References

  • Bates, E., & Goodman, J. C. (1997). On the inseparability of grammar and the lexicon: Evidence from acquisition, aphasia and real-time processing. Language and Cognitive Processes, 12(5-6), 507–584. https://doi.org/10.1080/016909697386628
  • Binger, C., Kent-Walsh, J., Harrington, N., & Hollerbach, Q. C. (2020). Tracking early sentence-building progress in graphic symbol communication. Language, Speech, and Hearing Services in Schools, 51(2), 317–328. https://doi.org/10.1044/2019_LSHSS-19-00065
  • Binger, C., Kent-Walsh, J., King, M., & Mansfield, L. (2017a). Early sentence productions of 3-and 4-year-old children who use augmentative and alternative communication. Journal of Speech, Language, and Hearing Research: JSLHR, 60(7), 1930–1945. https://doi.org/10.1044/2017_JSLHR-L-15-0408
  • Binger, C., Kent-Walsh, J., King, M., Webb, E., & Buenviaje, E. (2017b). Early sentence productions of 5-year-old children who use augmentative and alternative communication. Communication Disorders Quarterly, 38(3), 131–142. https://doi.org/10.1177/1525740116655804
  • Binger, C., Richter, K., Taylor, A., Williams, E. K., & Willman, A. (2019). Error patterns and revisions in the graphic symbol utterances of 3-and 4-year-old children who need augmentative and alternative communication. Augmentative and Alternative Communication, 35(2), 95–108. https://doi.org/10.1044/2019_LSHSS-19-00065
  • Bloom, L. (1993). Language development from two to three. Cambridge University Press.
  • Boenisch, J., & Soto, G. (2015). The oral core vocabulary of typically developing English-speaking school-aged children: Implications for AAC practice. Augmentative and Alternative Communication, 31(1), 77–84. https://doi.org/10.3109/07434618.2014.1001521
  • Carrow-Woolfolk, E., & Allen, E. A. (1999). TACL-R test for auditory comprehension of language (Rev. ed.). Pro-Ed.
  • Caselli, M. C., Bates, E., Casadio, P., Fenson, J., Fenson, L., Sanderl, L., & Weir, J. (1995). A cross-linguistic study of early lexical development. Cognitive Development, 10(2), 159–199. https://doi.org/10.1016/0885-2014(95)90008-X
  • Clark, E. V. (1996). Early verbs, event-types, and inflections. In C. E. Johnson & J. H. V. Gilbert (Eds.), Children’s language (Vol. 9, pp. 61–73). Lawrence Erlbaum Associates.
  • Clarke, M. T., & Wilkinson, R. (2008). Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA mediated turns. Augmentative and Alternative Communication (Baltimore, Md.: 1985), 24(1), 3–15. https://doi.org/10.1080/07434610701390400
  • Davies, C., Syrett, K., Taylor, L., Wilkes, S., & Zuniga‐Montanez, C. (2022). Supporting adjective learning across the curriculum by 5–7 year‐olds: Insights from psychological research. Language and Linguistics Compass, 16(11), e12476. https://doi.org/10.1111/lnc3.12476
  • Dowden, P. (1997). Augmentative and alternative communication decision making for children with severely unintelligible speech. Augmentative and Alternative Communication, 13(1), 48–59. https://doi.org/10.1080/07434619712331277838
  • Dunn, L. M., & Dunn, D. M. (2007). PPVT4: Peabody picture vocabulary test - Fourth Ed (5th ed.) Pearson.
  • Durkin, K. (1981). Aspects of late language acquisition: School children’s use and comprehension of prepositions. First Language, 2(4), 47–59. https://doi.org/10.1177/014272378100200404
  • Frank, M. C., Braginsky, M., Yurovsky, D., & Marchman, V. A. (2017). Wordbank: An open repository for developmental vocabulary data. Journal of Child Language, 44(3), 677–694. https://doi.org/10.1017/S0305000916000209
  • Hadley, P. A. (2014). Approaching early grammatical intervention from a sentence-focused framework. Language, Speech, and Hearing Services in Schools, 45(2), 110–116. https://doi.org/10.1044/2014_LSHSS-14-0017
  • Hadley, P. A. (2020). Exploring sentence diversity at the boundary of typical and impaired language abilities. Journal of Speech, Language, and Hearing Research: JSLHR, 63(10), 3236–3251. https://doi.org/10.1044/2020_JSLHR-20-00031
  • Hadley, P. A., McKenna, M. M., & Rispoli, M. (2018). Sentence diversity in early language development: Recommendations for target selection and progress monitoring. American Journal of Speech-Language Pathology, 27(2), 553–565. https://doi.org/10.1044/2017_AJSLP-17-0098
  • Hadley, P. A., Rispoli, M., & Hsu, N. (2016). Toddlers’ verb lexicon diversity and grammatical outcomes. Language, Speech, and Hearing Services in Schools, 47(1), 44–58. https://doi.org/10.1044/2015_LSHSS-15-0018
  • Harrington, N., Buchanan, C., Kent-Walsh, J., & Binger, C. (2023). Supporting communication and language in preschool children using AAC. In M. Smith (Ed.), Clinical cases in augmentative and alternative communication (pp. 42–61). Routledge.
  • Horner, R. D., & Baer, D. M. (1978). Multiple‐probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11(1), 189–196. https://doi.org/10.1901/jaba.1978.11-189
  • Horvath, S., Rescorla, L., & Arunachalam, S. (2019). The syntactic and semantic features of two-year-olds’ verb vocabularies: A comparison of typically developing children and late talkers. Journal of Child Language, 46(3), 409–432. https://doi.org/10.1017/S0305000918000508
  • Hsu, N., Hadley, P. A., & Rispoli, M. (2017). Diversity matters: Parent input predicts toddler verb production. Journal of Child Language, 44(1), 63–86. https://doi.org/10.1017/S0305000915000690
  • Johannes, K., Wilson, C., & Landau, B. (2016). The importance of lexical verbs in the acquisition of spatial prepositions: The case of in and on. Cognition, 157, 174–189. https://doi.org/10.1016/j.cognition.2016.08.022
  • Kamhi, A. G. (2014). Improving clinical practices for children with language and learning disorders. Language, Speech, and Hearing Services in Schools, 45(2), 92–103. https://doi.org/10.1044/2014_LSHSS-13-0063
  • Kovach, T. (2009). The AAC Profile. Pro-Ed.
  • Leonard, L. B., Miller, C., & Gerber, E. (1999). Grammatical morphology and the lexicon in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42(3), 678–689. https://doi.org/10.1044/jslhr.4203.678
  • Lund, S. K., & Light, J. (2006). Long-term outcomes for individuals who use augmentative and alternative communication: Part I - what is a “good” outcome? Augmentative and Alternative Communication (Baltimore, Md.: 1985), 22(4), 284–299. https://doi.org/10.1080/07434610600718693
  • Martin, N. A., & Brownell, R. (2010). Expressive/Receptive One Word Picture Vocabulary Tests (E/ROWPVT-4). Academic Therapy.
  • McGregor, K. K., Sheng, L. I., & Smith, B. (2005). The precocious two-year-old: Status of the lexicon and links to the grammar. Journal of Child Language, 32(3), 563–585. https://doi.org/10.1017/s0305000905006926
  • Miller, J. F., Andriacchi, K., Nockerts, A., Westerveld, M., & Gillon, G. (Eds.). (2012). Assessing language production using SALT software. A clinician’s guide to language sample analysis. SALT Software.
  • Mintz, T. H., & Gleitman, L. R. (2002). Adjectives really do modify nouns: The incremental and restricted nature of early adjective acquisition. Cognition, 84(3), 267–293. https://doi.org/10.1016/S0010-0277(02)00047-1
  • Moyle, M. J., Weismer, S. E., Evans, J. L., & Lindstrom, M. J. (2007). Longitudinal relationships between lexical and grammatical development in typical and late-talking children. Journal of Speech, Language, and Hearing Research, 50(2), 508–528. https://doi.org/10.1044/1092-4388(2007/035)
  • Newcomer, P. L., & Hammill, D. D. (2008). Told-p: 4: Test of language development. Pro-Ed.
  • Nicholas, K., Alt, M., & Hauwiller, E. (2019). Variability of input in preposition learning by preschoolers with developmental language disorder and typically-developing language. Child Language Teaching and Therapy, 35(1), 55–74. https://doi.org/10.1177/0265659019830455
  • Nippold, M. A., Schwarz, I. E., & Undlin, R. A. (1992). Use and understanding of adverbial conjuncts: A developmental study of adolescents and young adults. Journal of Speech and Hearing Research, 35(1), 108–118. https://doi.org/10.1044/jshr.3501.108
  • O’Neill, D. K., Topolovec, J., & Stern-Cavalcante, W. (2002). Feeling sponginess: The importance of descriptive gestures in 2- and 3-year-old children’s acquisition of adjectives. Journal of Cognition and Development, 3(3), 243–277. https://doi.org/10.1207/S15327647JCD0303_1
  • Pinheiro, J., Bates, D., DebRoy, S., Sarkar, D, & R Core Team. (2017). nlme: Linear and Nonlinear Mixed Effects Models. R package version 3.1-130, https://CRAN.R-project.org/package=nlme
  • Scott, C. M. (1984). Adverbial connectivity in conversations of children six to twelve. Journal of Child Language, 11(2), 423–452. https://doi.org/10.1017/s0305000900005857
  • Singer Harris, N. G., Bellugi, U., Bates, E., Jones, W., & Rossen, M. (1997). Contrasting profiles of language development in children with Williams and Down syndromes. Developmental Neuropsychology, 13(3), 345–370. https://doi.org/10.1080/87565649709540683
  • Slobin, D. I. (1985). Crosslinguistic evidence for the language-making capacity. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition: Vol 2. Theoretical issues (pp. 1157–1256). Erlbaum.
  • Smith, C. (1980). The acquisition of time talk: Relations between child and adult grammars. Journal of Child Language, 7(2), 263–278. https://doi.org/10.1017/S0305000900002622
  • Smith, M. M. (2015). Language development of individuals who require aided communication: Reflections on state of the science and future research directions. Augmentative and Alternative Communication (Baltimore, Md.: 1985), 31(3), 215–233. https://doi.org/10.3109/07434618.2015.1062553
  • Soto, G., & Clarke, M. T. (2017). Effects of a conversation-based intervention on the linguistic skills of children with motor speech disorders who use augmentative and alternative communication. Journal of Speech, Language, and Hearing Research: JSLHR, 60(7), 1980–1998. https://doi.org/10.1044/2016_JSLHR-L-15-0246
  • Soto, G., & Clarke, M. T. (2018). Conversation-based intervention for adolescents using augmentative and alternative communication. Augmentative and Alternative Communication (Baltimore, Md.: 1985), 34(3), 180–193. https://doi.org/10.1080/07434618.2018.1490926
  • Soto, G., Clarke, M. T., & Savaldi-Harussi, G. (2023). Relationship between lexicon and grammar in children and adolescents who use augmentative and alternative communication. Augmentative and Alternative Communication, 39(4), 293–301. https://doi.org/10.1080/07434618.2023.2237108
  • Tomasello, M., & Merriman, W. E. (Eds.). (1995). Beyond names for things: Young children’s acquisition of verbs. Psychology Press.
  • Tomasello, M. (1987). Learning to use prepositions: A case study. Journal of Child Language, 14(1), 79–98. https://doi.org/10.1017/S0305000900012745
  • Tomasello, M. (1992). First verbs: A case study of early grammatical development. Cambridge University Press.
  • Tomasello, M. (2006). Acquiring linguistic constructions. In D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology (Vol. 2, pp. 255–298). John Wiley & Sons.
  • Tribushinina, E., van den Bergh, H., Ravid, D., Aksu-Koç, A., Kilani-Schoch, M., Korecky-Kröll, K., Leibovitch-Cohen, I., Laaha, S., Nir, B., Dressler, W. U., & Gillis, S. (2014). Development of adjective frequencies across semantic classes. Language, Interaction and Acquisition, 5(2), 185–226. https://doi.org/10.1075/lia.5.2.02tri
  • Waxman, S. R., & Lidz, J. L. (2006). Early word learning. In D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology (Vol. 2, pp. 299–335). John Wiley & Sons.
  • Willems, R. M., & Francken, J. C. (2012). Embodied cognition: Taking the next step. Frontiers in Psychology, 3, 582. https://doi.org/10.3389/fpsyg.2012.00582
  • Zampini, L., & D’Odorico, L. (2011). Lexical and syntactic development in Italian children with Down’s syndrome. International Journal of Language & Communication Disorders, 46(4), 386–396. https://doi.org/10.3109/13682822.2010.508764
  • Zwarts, J. (2006). Case marking direction: The accusative in German PPs. In J. Bunting. (Eds.), CLS 42-2: Papers from the 42rd Annual Meeting of the Chicago Linguistic Society (pp. 93–107). Chicago Linguistic Society.

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.