Augmented Language Intervention Project: From School-Aged Youth to Toddlers For more than a decade, we have focused our research on the development and implementation of an augmented language intervention, the System for Augmenting Language (SAL), for school-aged youth with moderate or severe mental retardation and severe communication disorders who previously had little or no success learning to communicate symbolically. ... Article
Article  |   June 01, 2001
Augmented Language Intervention Project: From School-Aged Youth to Toddlers
Author Affiliations & Notes
  • Melissa Cheslock
    Georgia State University, Atlanta, GA
  • Mary Ann Romski
    Georgia State University, Atlanta, GA
  • Rose A. Sevcik
    Georgia State University, Atlanta, GA
  • Lauren B. Adamson
    Georgia State University, Atlanta, GA
Article Information
Augmentative & Alternative Communication / Articles
Article   |   June 01, 2001
Augmented Language Intervention Project: From School-Aged Youth to Toddlers
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2001, Vol. 10, 15-17. doi:10.1044/aac10.2.15
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2001, Vol. 10, 15-17. doi:10.1044/aac10.2.15
For more than a decade, we have focused our research on the development and implementation of an augmented language intervention, the System for Augmenting Language (SAL), for school-aged youth with moderate or severe mental retardation and severe communication disorders who previously had little or no success learning to communicate symbolically. The SAL is comprised of five components that work in concert:
  1. Speech output communication devices for use in natural communicative environments,

  2. Symbol vocabularies with the English word printed above the symbol,

  3. Encouragement, but not a requirement, that participants use the device during loosely structured natural communicative exchanges,

  4. Communicative partners who have been thoroughly instructed and who use the device to augment their speech to the participants with symbol input, and

  5. Ongoing resource and feedback mechanisms that are provided to support the participants and their partners in their communication efforts (see Romski & Sevcik, 1996  for a complete description).

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