Trembath David, Balandin Susan, Togher Leanne
Faculty of Health Sciences, The University of Sydney, Australia.
J Intellect Dev Disabil. 2007 Dec;32(4):291-301. doi: 10.1080/13668250701689298.
Augmentative and alternative communication (AAC)1 systems are commonly used to support children with complex communication needs in Australian preschools. However, such systems will only be effective if they contain words and messages that adequately meet these children's communication needs. The aim of this study was to identify the words most frequently and commonly used by typically developing Australian preschool-aged children, in order to inform the selection of vocabulary for their classmates who use AAC.
Communication samples were collected from 6 typically developing children during regular preschool activities. The samples were analysed to determine the number of different words used by the children, the frequency with which each word was used, and the commonality of use across children.
The children used a small core vocabulary comprising frequently and commonly used words, together with large and highly individualised fringe vocabularies.
The results are consistent with the findings of previous studies, and highlight the importance of providing both core and fringe vocabulary to preschool-aged children who use AAC.
辅助与替代沟通（AAC）系统常用于支持澳大利亚幼儿园中有复杂沟通需求的儿童。然而，此类系统只有在包含能充分满足这些儿童沟通需求的词汇和信息时才会有效。本研究的目的是确定澳大利亚发育正常的学龄前儿童最频繁和常用的词汇，以便为使用AAC的同班同学的词汇选择提供参考。
在常规幼儿园活动期间，从6名发育正常的儿童中收集沟通样本。对样本进行分析，以确定儿童使用的不同词汇数量、每个词汇的使用频率以及儿童之间使用的共性。
儿童使用了一个由频繁和常用词汇组成的小核心词汇表，以及大量高度个性化的边缘词汇表。
结果与先前研究的发现一致，并强调了为使用AAC的学龄前儿童提供核心和边缘词汇的重要性。
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