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Developmental Memory Capacity Resources of Typical Children Retrieving Picture Communication Symbols Using Direct Selection and Visual Linear Scanning With Fixed Communication Displays

Contact author: Barry T. Wagner, Ball State University Department of Speech Pathology and Audiology, Muncie, Indiana 47306. Email: bwagner{at}bsu.edu

PURPOSE: This study examined the cognitive demands of 2 selection techniques in augmentative and alternative communication (AAC), direct selection, and visual linear scanning, by determining the memory retrieval abilities of typically developing children when presented with fixed communication displays.

METHOD: One hundred twenty typical children from kindergarten, 1st, and 3rd grades were randomly assigned to either a direct selection or visual linear scanning group. Memory retrieval was assessed through word span using Picture Communication Symbols (PCSs¹). Participants were presented various numbers and arrays of PCSs and asked to retrieve them by placing identical graphic symbols on fixed communication displays with grid layouts.

RESULTS: The results revealed that participants were able to retrieve more PCSs during direct selection than scanning. Additionally, 3rd-grade children retrieved more PCSs than kindergarten and 1st-grade children. An analysis on the type of errors during retrieval indicated that children were more successful at retrieving the correct PCSs than the designated location of those symbols on fixed communication displays.

CONCLUSIONS: AAC practitioners should consider using direct selection over scanning whenever possible and account for anticipatory monitoring and pulses when scanning is used in the service delivery of children with little or no functional speech. Also, researchers should continue to investigate AAC selection techniques in relationship to working memory resources.

KEY WORDS: AAC, development, working memory, direct selection, visual linear scanning

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