Abstract
The vocabulary size, vocabulary characteristics, and informant reactions associated with three different methods of vocabulary selection for augmentative communication and three different types of informants were compared. Six school-aged children with severe communication disorders and physical disabilities served as student subjects. For each subject, three adult informants (primary caregiver, teacher, and speech-language pathologist) completed three vocabulary selection tools (blank page, categorical inventory, and vocabulary checklist). Informants also were asked to complete a questionnaire in order to document their reactions to using the various tools. Results indicated that the vocabulary checklist yielded more words than did the blank page or the categorical tools. For half of the subjects, the parents contributed more words than the speech-language pathologist or teacher; for the other half of the subjects, the speech-language pathologist contributed more words than the parent or the teacher. Commonality among the list of words and implications for clinical applications and future research are addressed.
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