JCPSLP Vol 14 No 2 2012

Complex communication needs

Research note Comparing spoken and written vocabulary use in typically developing children: Informing vocabulary selection for children with complex communication needs Sally Clendon and Marleen Westerveld

This project used two datasets to compare the spoken and written vocabularies of typically developing 5-, 6-, and 7-year-old New Zealand children. Similarities and differences between spoken and written words and multiword sequences were identified, and word lists were generated that can be used to assist augmentative and alternative communication (AAC) professionals as they engage in selecting vocabulary to support both face-to-face and written communication of children with complex communication needs. V ocabulary selection is one of the greatest challenges facing professionals in the augmentative and alternative communication (AAC) field (Clendon, 2006). Ensuring that children with complex communication needs have access to the rich and varied vocabularies that they need in order to develop mature language and literacy skills is a difficult and often overwhelming process (Clendon & Erickson, 2008). Several authors have suggested that AAC professionals employ a variety of strategies to guide their decision-making around vocabulary selection (e.g., Beukelman, Jones, & Rowan, 1989; Fallon, Light, & Paige, 2001). One strategy is to refer to the word lists generated from research examining the vocabularies of typically developing children. A number of studies have examined the spoken vocabularies of typically developing children for the purpose of informing vocabulary selection in AAC (e.g., Ball, Marvin, Beukelman, Lasker, & Rupp, 1999; Banajee, Dicarlo, & Stricklin, 2003; Beukelman et al.,1989; Crestani, Clendon, & Hemsley, 2010; Fallon et al., 2001; Fried-Oken & More, 1992; Marvin, Beukelman, & Bilyeu, 1994; Trembath, Balandin, & Togher, 2007). These studies have elicited samples across a variety of linguistic contexts, such as playtime and mealtime, and in response to oral narrative tasks. None of these studies have included New Zealand (NZ) children. In addition, three studies (Clendon & Erickson, 2008; Clendon, Sturm, & Cali, 2012; McGinnis & Beukelman, 1989) have examined the written vocabularies of typically developing children. In McGinnis and Beukelman (1989), the writing samples were taken from letter writing activities, science project assignments, and/or language arts assignments. In Clendon and Erickson (2008) and Clendon et al. (2012), the writing samples were on self-

selected topics. In the first few years of school, students are frequently asked to choose their own writing topics (Richards & Sturm, 2010). Research examining the vocabulary used when students write on self-selected topics provides insight into what students do naturally as beginning writers. One of these studies (Clendon & Erickson, 2008) included NZ children. The current project used two datasets to compare the spoken and written vocabularies of typically developing 5-, 6-, and 7-year-old NZ children. This is the first project to compare the vocabulary used across the modalities for the purpose of informing vocabulary selection in AAC. The aim was to identify similarities and differences between spoken and written communication and to generate word lists to assist AAC professionals as they engage in selecting, prioritising, and organising vocabulary to support both face- to-face and written communication in children with complex The writing samples were obtained as part of the first author’s dissertation research (see Clendon & Erickson, 2008). The participants included 106 children: 31 aged 5 years, 49 aged 6 years, and 26 aged 7 years. The children were recruited from three NZ primary schools. They were in the classrooms of teachers who provided regular (at least three times per week) opportunities for children to write about self-selected topics. All writing samples ( n = 1225), produced during self-selected writing sessions over a 6-week period, were photocopied for analysis. The teachers were asked to provide translations of any handwriting or spelling attempts that were unclear or unconventional. The teachers were also asked to complete context logs with descriptions of events that may have influenced children’s writing topics and vocabulary. Spoken language database The spoken samples were collected as part of a NZ database project (Westerveld, Gillon, & Miller, 2004). The participants included 216 children: 63 aged 5 years, 95 aged 6 years, and 58 aged 7 years. All children were seen at their kindergarten or school and engaged in a conversation with an adult using the Westerveld and Gillon Language Sampling Protocol (Westerveld & Gillon, 2002). In this protocol, prompts are used to encourage the child to talk about an object of his/her choice, family, and everyday activities. communication needs. Methodology Written language database

This article has been peer- reviewed AND ALTERNATIVE COMMUNICATION LANGUAGE DEVELOPMENT VOCABULARY WRITING Keywords AUGMENTATIVE

Sally Clendon (top) and Marleen Westerveld

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JCPSLP Volume 14, Number 2 2012

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