The Experts below are selected from a list of 2727 Experts worldwide ranked by ideXlab platform
Simon Judge - One of the best experts on this subject based on the ideXlab platform.
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the language and communication attributes of Graphic Symbol communication aids a systematic review and narrative synthesis
Disability and Rehabilitation: Assistive Technology, 2019Co-Authors: Simon Judge, Nicola Randall, Juliet Goldbart, Yvonne Lynch, Liz Moulam, Stuart Meredith, Janice MurrayAbstract:AbstractBackground: Symbol communication aids are used by children with little or no intelligible speech as an Augmentative and Alternative Communication strategy. Graphic Symbols are used to help ...
Janice Murray - One of the best experts on this subject based on the ideXlab platform.
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the language and communication attributes of Graphic Symbol communication aids a systematic review and narrative synthesis
Disability and Rehabilitation: Assistive Technology, 2019Co-Authors: Simon Judge, Nicola Randall, Juliet Goldbart, Yvonne Lynch, Liz Moulam, Stuart Meredith, Janice MurrayAbstract:AbstractBackground: Symbol communication aids are used by children with little or no intelligible speech as an Augmentative and Alternative Communication strategy. Graphic Symbols are used to help ...
Nicola Randall - One of the best experts on this subject based on the ideXlab platform.
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the language and communication attributes of Graphic Symbol communication aids a systematic review and narrative synthesis
Disability and Rehabilitation: Assistive Technology, 2019Co-Authors: Simon Judge, Nicola Randall, Juliet Goldbart, Yvonne Lynch, Liz Moulam, Stuart Meredith, Janice MurrayAbstract:AbstractBackground: Symbol communication aids are used by children with little or no intelligible speech as an Augmentative and Alternative Communication strategy. Graphic Symbols are used to help ...
Mary Ann Romski - One of the best experts on this subject based on the ideXlab platform.
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visual Graphic Symbol acquisition in school age children with developmental and language delays
Augmentative and Alternative Communication, 2018Co-Authors: Rose A Sevcik, Andrea Bartonhulsey, Mary Ann Romski, Amy Hyatt FonsecaAbstract:AbstractAugmented language systems have become both an integral component of communication intervention programs for children with severe communicative impairments and spurred research on their lan...
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exploring visual Graphic Symbol acquisition by pre school age children with developmental and language delays
Augmentative and Alternative Communication, 2006Co-Authors: Andrea Barton, Rose A Sevcik, Mary Ann RomskiAbstract:The process of language acquisition requires an individual to organize the world through a system of Symbols and referents. For children with severe intellectual disabilities and language delays, the ability to link a Symbol to its referent may be a difficult task. In addition to the intervention strategy, issues such as the visual complexity and iconicity of a Symbol arise when deciding what to select as a medium to teach language. This study explored the ability of four pre-school age children with developmental and language delays to acquire the meanings of BlisSymbols and lexigrams using an observational experiential language intervention. In production, all four of the participants demonstrated Symbol-referent relationships, while in comprehension, three of the four participants demonstrated at least emerging Symbol-referent relationships. Although the number of Symbols learned across participants varied, there were no differences between the learning of arbitrary and comparatively iconic Symbols. Th...
Erna Alant - One of the best experts on this subject based on the ideXlab platform.
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children s identification of Graphic Symbols representing four basic emotions comparison of afrikaans speaking and sepedi speaking children
Journal of Communication Disorders, 2014Co-Authors: Hester M Deklerk, Shakila Dada, Erna AlantAbstract:Abstract Purpose Speech language pathologists recommend Graphic Symbols for AAC users to facilitate communication, including labelling and expressing emotions. The purpose of the current study was to describe and compare how 5- to 6-year-old Afrikaans- and Sepedi-speaking children identify and choose Graphic Symbols to depict four basic emotions, specifically happy, sad, afraid, and angry. Method Ninety participants were asked to select the Graphic Symbol from a 16-matrix communication overlay that would represent the emotion in response to 24 vignettes. Results The results of the t-tests indicated that the differences between the two groups’ selection of target Symbols to represent the four emotions are statistically significant. Conclusions The results of the study indicate that children from different language groups may not perceive Graphic Symbols in the same way. The Afrikaans-speaking participants more often choose target Symbols to represent target basic emotions than did the Sepedi-speaking participants. The most preferred Symbols per emotion were identified and these different Symbols were analysed in terms of facial features that distinguish them. Learning outcomes: Readers of this article will (1) recognise the importance of expressing basic emotions for children, particularly those that use AAC, (2) identify the possible limitations of line drawings for expressing and labelling basic emotions in typically developing children and (3) recognise the importance of cultural influences on recognition of basic emotions.
