Comprehension and Production in AAC The relationship between language production and language comprehension is complicated in AAC. As in other areas of language intervention, an individual’s ability to comprehend language is often viewed as a prognostic variable for production. Children and adults with relatively good language comprehension may be expected to learn to use AAC ... Article
Article  |   June 01, 2001
Comprehension and Production in AAC
Author Affiliations & Notes
  • Nancy C. Brady
    University of Kansas Lawrence, KS
Article Information
Articles
Article   |   June 01, 2001
Comprehension and Production in AAC
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2001, Vol. 10, 17-19. doi:10.1044/aac10.2.17
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2001, Vol. 10, 17-19. doi:10.1044/aac10.2.17
The relationship between language production and language comprehension is complicated in AAC. As in other areas of language intervention, an individual’s ability to comprehend language is often viewed as a prognostic variable for production. Children and adults with relatively good language comprehension may be expected to learn to use AAC more readily than an otherwise similar child or adult with poor language comprehension. Romski and Sevcik (1996), for example, found that students’ abilities to comprehend object names were related to their rate of learning to use voice output communication aids (VOCAs).
With respect to specific vocabulary items, the relationship between comprehension and production may also affect learning. Imposing the logic of traditional language intervention, one might assume that an individual would learn to produce a symbol representing a comprehended object or event quicker or more spontaneously than a symbol representing an object not comprehended. Little data are available relative to this assumption, however.
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