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commonly referred to as “modelling” or “aided language stimulation”. Modelling occurs when the communication partner points to an icon on an AAC system while saying the word aloud (Binger & Light, 2007; Goossens, 1989; Harris & Reichle, 2004; Romski et al., 2010). Harris and Reichle (2004) studied the impact of modelling on three young children with fewer than 30 spoken words who were assessed as having moderate cognitive disability. They demonstrated increases in symbol comprehension and production for all participants. Furthermore, two of the three participants learned two new symbol sets quicker following exposure to the first round of modelling, with gains maintained following the completion of the intervention (Harris & Reichle, 2004). Binger and Light (2007) evaluated the effectiveness of modelling on the use of multi-symbol messages with a small group of preschoolers with special needs. They found that following four hours of intervention, 4 out of the 5 participants were able to produce multi-symbol messages using low and mid-tech AAC systems. Those using mid- tech systems (2 participants) were able to generalise use of multi-symbol messages to new play routines and could do so without the ongoing need for aided AAC models. Moreover, 4 participants were able to demonstrate ongoing use of multi-symbol messages during maintenance probes (Binger & Light, 2007). In conclusion, while it is difficult to complete any large-scale randomised control trial studies with young children with CCN due to the heterogeneity of the group, the existing evidence base supports the implementation of AAC as early as possible. Future research needs to focus on AAC intervention with children under 3 years of age as there are few existing studies with this age group. Research also needs to evaluate the impact of motivation from the child and team members’ perspective on outcomes. In particular the role of learning through play using AAC needs to be further evaluated. Useful websites and resources: AAC Boot Camp Poster: http://www.swaaac.com/Files/ AssessandImp/AACBOOTCAMPPOSTER.pdf CONNECT modules: http://community.fpg.unc.edu/ Jane Farrall’s blog regarding the need for systemic change for successful AAC intervention: http://www. janefarrall.com/aac-systemic-change-for-individual-success/ Janice Light & Kathy Drager: Early intervention for young children with autism, cerebral palsy, Down syndrome, and other disabilities: http://aackids.psu.edu/index.php/page/ show/id/1 Kate Ahern’s Periodic Table of AAC: http:// teachinglearnerswithmultipleneeds.blogspot. co.nz/2012/10/the-periodic-table-of-aac.html Linda Burkhart handouts: http://www.lburkhart.com/ handouts.htm PrAACtical AAC: practical suggestions, resources and research reviews about AAC intervention http:// Assistive Technology Online Project. (2000–2005). Using AAC devices. Retrieved from http://atto.buffalo.edu/ registered/ATBasics/Populations/aac/usingDevices.php Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication , 19 (2), 67–73. doi: 10.1080/0743461031000112034 praacticalaac.org/ References

Benzies, K., Mychasiuk, R., Kurilova, J., Tough, S., Edwards, N., & Donnelly, C. (2014). Two-generation preschool programme: Immediate and 7-year-old outcomes for low-income children and their parents. Child & Family Social Work, 19 (2), 203–214. doi: 10.1111/j.1365- 2206.2012.00894.x Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children & adults with complex communication needs (4th ed.). Baltimore, MD: Brookes. Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication , 23 (1), 30–43. doi: 10.1080/07434610600807470 Blackstone, S. (1999). AAC approaches for infants and toddlers. Augmentative Communication News , 12 , 1–4. Retrieved from http://www.augcominc.com Branson, D., & Demchak, M. (2009). The use of augmentative and alternative communication methods with infants and toddlers with disabilities: A research review. Augmentative and Alternative Communication , 25 (4), 274–286. doi: 10.3109/07434610903384529 Burkhart, L. (2008). Key concepts for using augmentative communication with children who have complex communication needs. Retrieved from http://www. lburkhart.com/hand_AAC_OSU_6_08.pdf Campbell, P., H., Milbourne, S., Dugan, L., M., & Wilcox, M. J. (2006). A review of evidence on practices for teaching young children to use assistive technology devices. Topics in Early Childhood Special Education , 26 (1), 3–13. Cannon, B., & Edmond, G. (2009). A few good words. ASHA Leader , 14 (5), 20–23. Ciccone, N., Hennessey, N., & Stokes, S. F. (2012). Community-based early intervention for language delay: A preliminary investigation. International Journal of Language & Communication Disorders , 47 (4), 467–470. doi: 10.1111/j.1460-6984.2012.00149.x Clendon, S.A., & Erickson, K.A. (2008). The vocabulary of beginning writers: Implications for children with complex communication needs. Augmentative and Alternative Communication , 24 (4), 281–293. Clendon, S.A., Sturm, J.M., & Cali, K. (2013). Vocabulary use across genres: Implications for children with complex communication needs. Language, Speech, and Hearing Services in the Schools , 44 , 61–72. Cress, C. J., & Marvin, C. A. (2003). Common questions about AAC services in early intervention. Augmentative and Alternative Communication , 19 (4), 254–272. doi: 10.1080/07434610310001598242 Da Fonte, M. A., & Taber-Doughty, T. (2010). The use of graphic symbols in infancy: How early can we start? Early Child Development and Care , 180 (4), 417–439. doi: 10.1080/03004430802009141 Drager, K., Light, J., & McNaughton, D. (2010). Effects of AAC interventions on communication and language for young children with complex communication needs. Journal of Pediatric Rehabilitation Medicine , 3 (4), 303–310. doi: 10.3233/PRM-2010-0141 Dunst, C., Trivette, C., Hamby, D., & Simkus, A. (2013). Systematic review of studies promoting the use of assistive technology devices by young children with disabilties. Tots- n-Tech Research Brief , 8 (1). Retrieved from https://tnt.asu. edu/research/briefs Eapen, V., Crncec, R., & Walter, A. (2013). Clinical outcomes of an early intervention program for preschool

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JCPSLP Volume 17, Number 3 2015

Journal of Clinical Practice in Speech-Language Pathology

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