Recognition of Vocabulary in Children and Adolescents with Cerebral Palsy: A Comparison of Two Speech Coding Schemes

@article{Hochstein2004RecognitionOV,
  title={Recognition of Vocabulary in Children and Adolescents with Cerebral Palsy: A Comparison of Two Speech Coding Schemes},
  author={Dave D. Hochstein and M. McDaniel and Sandra K Nettleton},
  journal={Augmentative and Alternative Communication},
  year={2004},
  volume={20},
  pages={45 - 62}
}
  • Dave D. Hochstein, M. McDaniel, Sandra K Nettleton
  • Published 2004
  • Computer Science
  • Augmentative and Alternative Communication
  • The effects of speech ability (speaking versus non-speaking) and type of AAC presentation scheme (static versus dynamic) on vocabulary recognition were examined for children and adolescents with cerebral palsy using an extensive test-with-feedback procedure. Participants initially made fewer errors on the static scheme than on the dynamic scheme, primarily because of the low noun error rates associated with the static scheme. Error rates for presentation schemes became equivalent by the third… CONTINUE READING
    14 Citations

    Topics from this paper.

    Experiences from a support group for families of preschool children in the expressive AAC user group
    • 3
    The language and communication attributes of graphic symbol communication aids – a systematic review and narrative synthesis
    • 2
    • Highly Influenced
    • PDF
    SAK: Scanning ambiguous keyboard for efficient one-key text entry
    • 63
    • PDF
    Utility of language comprehension tests for unintelligible or non‐speaking children with cerebral palsy: a systematic review
    • 13
    • Highly Influenced

    References

    SHOWING 1-10 OF 32 REFERENCES
    The fruitfulness of a nomothetic approach to investigating AAC: comparing two speech encoding schemes across cerebral palsied and nondisabled children.
    • 7
    Transparency and recall of symbols among intellectually handicapped adults.
    • 45
    The comparative translucency of initial lexical items represented in five graphic symbol systems and sets.
    • 79
    • Highly Influential
    Many-to-one and one-to-many associative learning in a naturalistic task.
    • 6
    TWO FACES OF SIGN: ICONIC AND ABSTRACT *
    • 109
    Effects of initial element teaching in a story-telling context on Blissymbol acquisition and generalization.
    • 29