Date of Award
Spring 3-6-2012
Degree Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
Dr. Mary Ann Romski
Second Advisor
Dr. Rose Sevcik
Third Advisor
Dr. Christopher Henrich
Fourth Advisor
Dr. Julie Washington
Abstract
This study described the effect of a non-augmented (Spoken Communication, SC) and two augmented language interventions (Augmented Communication-Input, AC-I or Augmented Communication-Output, AC-O) on the upper-body, gross and fine motor skills of toddlers at the onset and conclusion of the intervention. The data presented are from a longitudinal study by Romski, Sevcik, Adamson, Cheslock, Smith, Barker, & Bakeman (2010). Three standardized assessments and five observational measures examined the participants' motor skills used to activate the speech generating device (SGD), language abilities and outcomes. The AC-O intervention decreased physical prompting, increased error-free symbol activations, and increased developmentally appropriate gross and fine motor use. An augmented intervention that utilizes a SGD may facilitate both language and motor development through the combination of the communicative goals and increased motor learning opportunities when accessing the SGD device.
DOI
https://doi.org/10.57709/2760732
Recommended Citation
Whitfield, Ani S., "Describing the Motor Skills of Young Children with Developmental Delays Before and After Participating in an Augmented or Non-Augmented Language Intervention." Thesis, Georgia State University, 2012.
doi: https://doi.org/10.57709/2760732