Purpose: The purpose of this investigation was to evaluate the effects of an intervention program designed to elicit productions of two-term semantic-syntactic relations using correct word order from a preschooler who used augmentative and alternative communication (AAC). Method: This study employed a single case, multiple probe across targets design with one preschooler (5;1) who used AAC. Initially, the participant was provided instruction sequentially in the use of two, two-term semantic-syntactic relations (possessor-entity and action-object); however, as the study progressed it was necessary to add a third, two-term semantic-syntactic relation (attribute-entity). The intervention employed two key components: aided AAC modeling and contrastive targets. Results: The participant demonstrated minimal gains with the first target (possessor-entity) and exhibited numerous negative behaviors. However, the participant demonstrated significant gains with both the second and third targets (action-object and attribute-entity, respectively). Conclusions: The intervention presented in this study may be used to teach children to produce two-term semantic-syntactic relations. Given the minimal success demonstrated with the first target, however, some changes may be required when targeting certain structures. Theoretical and clinical implications as well as future research directions are discussed.
Level of Degree
Speech and Hearing Sciences
First Committee Member (Chair)
Second Committee Member
People with disabilities--Means of communication, Communication devices for people with disabilities.
Rowe, Kelly. "Teaching semantic-syntactic categories to a child who uses AAC." (2012). https://digitalrepository.unm.edu/shs_etds/4