Representing the Way to Language Learning and Expression Language learning and expression can be enhanced by the implementation of augmentative and alter-nativecommunication(AAC)systems and strategies, but they can also be complicated when AAC is a part of the communication equation. A multitude of factors are considered in the design of an initial AAC system: the user’s abilities and ... Article
Article  |   November 01, 1997
Representing the Way to Language Learning and Expression
Author Affiliations & Notes
  • Beth Mineo Mollica
    Applied Science and Engineering Laboratories, University of Delaware/duPont Hospital for Children
Article Information
Augmentative & Alternative Communication / Articles
Article   |   November 01, 1997
Representing the Way to Language Learning and Expression
SIG 12 Perspectives on Augmentative and Alternative Communication, November 1997, Vol. 6, 3-4. doi:10.1044/aac6.4.3
SIG 12 Perspectives on Augmentative and Alternative Communication, November 1997, Vol. 6, 3-4. doi:10.1044/aac6.4.3
Language learning and expression can be enhanced by the implementation of augmentative and alter-nativecommunication(AAC)systems and strategies, but they can also be complicated when AAC is a part of the communication equation. A multitude of factors are considered in the design of an initial AAC system: the user’s abilities and needs, the physical and operational features of the device (electronic or not), and the selection and organization of language items to be available on or within the device. One factor often relegated to “afterthought” status, however, is the method of representing language items chosen for inclusion. The path of least resistance tempts us to use whatever symbol set sits in the supply closet or comes preloaded on the device. Consider the following evidence concerning the critical interaction between representational level and task complexity, and see if it doesn’t promptmoredeliberatedecisionmak-ing relative to language representation. It did for me.
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