Abstract
This paper describes two case studies of children learning to use voice output communication aids (VOCAs). Both children were under 6 years of age and had severe cognitive disabilities. Intervention consisted of teaching the children to use their VOCAs in joint activity routines to request items. We measured the participants' comprehension of targeted vocabulary before and during intervention. Both participants learned to request a total of six different objects using their VOCAs. In addition, they showed evidence of increased comprehension skills for the names of the objects requested. These results suggest the need for further research demonstrating a causal relationship between VOCA use and gains in speech comprehension.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
