Frequency of Word Usage by Nondisabled Peers in Integrated Preschool Classrooms

David R Beukelman, Rebecca S. Jones, Mary Rowan

Research output: Contribution to journalArticle

52 Citations (Scopus)

Abstract

Because nonspeaking preschool students cannot independently generate their own unique messages, the burden of vocabulary selection for their augmentative and alternative communication systems is the responsibility of adults. In order to identify a core list of vocabulary used in the preschool setting, the vocabulary use patterns of nondisabled peers in integrated preschool classrooms were studied. Language samples that ranged from 2 to 7 hours in length were recorded for six preschool children. These samples were then analyzed to determine frequency of word occurrence, number of total words, number of different words, and the consistency (commonality) with which individual words were produced by the six subjects.

Original languageEnglish (US)
Pages (from-to)243-248
Number of pages6
JournalAugmentative and Alternative Communication
Volume5
Issue number4
DOIs
StatePublished - Jan 1 1989

Fingerprint

Vocabulary
Communication Aids for Disabled
Preschool Children
Language
Students

Keywords

  • Aided Communication
  • Communication
  • Preschool
  • Vocabulary

ASJC Scopus subject areas

  • Rehabilitation
  • Speech and Hearing

Cite this

Frequency of Word Usage by Nondisabled Peers in Integrated Preschool Classrooms. / Beukelman, David R; Jones, Rebecca S.; Rowan, Mary.

In: Augmentative and Alternative Communication, Vol. 5, No. 4, 01.01.1989, p. 243-248.

Research output: Contribution to journalArticle

Beukelman, David R ; Jones, Rebecca S. ; Rowan, Mary. / Frequency of Word Usage by Nondisabled Peers in Integrated Preschool Classrooms. In: Augmentative and Alternative Communication. 1989 ; Vol. 5, No. 4. pp. 243-248.
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