Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Focus on Autism and Other Developmental Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Bellon-Harn, M. L.
Right arrow Articles by Harn, W. E.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Scaffolding Strategies During Repeated Storybook Reading

An Extension Using a Voice Output Communication Aid

Monica L. Bellon-Harn

Lamar University, Beaumont, Texas, mlharn{at}my.lamar.edu

William E. Harn

Lamar University, Beaumont, Texas

Adult scaffolding during repeated storybook reading was developed for children who use speech as their primary expressive modality, but through the use of augmentative and alternative communication, it has been extended to children who do not have functional, intelligible speech. Scaffolding strategies during repeated storybook reading and during repeated storybook reading plus augmentative and alternative communication were compared for a child with severe speech and language impairments. Although the overall number of utterances was greater during the augmentative and alternative communication condition, increases in phonological complexity occurred in both contexts because of adult scaffolding. Mean length of utterance, child initiations, correct responses to wh-questions, off-topic utterances, and repetition of adult models did not differ between the two conditions. Clinical implications are discussed.

Key Words: voice output aids • communication • language intervention • speech—language pathology • repeated storybook reading

Focus on Autism and Other Developmental Disabilities, Vol. 23, No. 2, 112-124 (2008)
DOI: 10.1177/1088357608316606
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?