발달장애 초등학생의 AAC 상징 이해 정확도 및 선호도

Abstract

Background and Objectives: Children with Complex Communication Needs(CCN) can use Augmentative and Alternative Communication(AAC) to support their communication. AAC systems include graphic symbols and it is important that they are comprehensible by these children. DAS (Developmentally Appropriate Symbols) were developed for the children, but there is very limited evidence on comprehension and preference of this symbol set by children with developmental disabilities. Therefore, this study aimed to investigate comprehension and preference of AAC graphic symbols including DAS, Ewha-AAC symbols, and wetok. Method: Ten elementary school students with developmental disabilities(DD group) and 10 children without disabilities (language age matching: LA group) participated in this study. Seven abstract words (Eat, come, big, none, who, what, up) were selected and different AAC symbol sets(DAS, Ewha-AAC symbols, wetok) for these words were presented to the participants. After an instruction session on the meanings of the symbols, their comprehension and preference data were collected. Results: The results showed significant differences between the participant groups with higher accuracy from children without disabilities. The results also revealed that most of the DD group preferred DAS, while most of the other group preferred wetok. Conclusion: From the results of this study, it is suggested that comprehension and preference for DAS, Ewha-AAC symbols, and wetok were different in children with/without developmental disabilities. Therefore, it is recommended that AAC symbol design and selection should be based on children’s characteristics and profile, particularly for children with developmental disabilities.