Gestures in Development: Implications for Early Intervention in AAC Young children learning to use augmentative and alternative communication (AAC) by definition will use multimodal strategies to meet their communication needs throughout the lifespan. In development, gesture is one of the earliest components of multimodal communication to emerge. Gestures are physical actions performed with the intent to communicate (Iverson & ... Article
Article  |   June 01, 2001
Gestures in Development: Implications for Early Intervention in AAC
Author Affiliations & Notes
  • Mary Hunt-Berg
    The Bridge School Hillsborough, CA
Article Information
Articles
Article   |   June 01, 2001
Gestures in Development: Implications for Early Intervention in AAC
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2001, Vol. 10, 4-7. doi:10.1044/aac10.2.4
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2001, Vol. 10, 4-7. doi:10.1044/aac10.2.4
Young children learning to use augmentative and alternative communication (AAC) by definition will use multimodal strategies to meet their communication needs throughout the lifespan. In development, gesture is one of the earliest components of multimodal communication to emerge. Gestures are physical actions performed with the intent to communicate (Iverson & Thal, 1998), and the ability to use gesture is thought to be a part of general infant and toddler competence (Slobin, 2001). By the time they are referred for early intervention, many young children already have developed a number of gestures that are produced using movements of arms, feet, head, fingers, hands, face, or even the entire body. Regardless of a child’s potential to learn technological AAC options, augmented communicators continue to rely on gesture, and it is often a preferred modality with their most familiar communication partners (Blackstone, 2000).
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