| Abstract | The purpose of this dissertation is to evaluate the impact of measurement, input, and AAC devices on word knowledge of children who speak using augmentative or alternative communication (AAC). The first study in this dissertation manuscript compares language sample elicitation strategies with children who speak using AAC (CAAC). A generic play-based elicitation strategy yielded the most valid samples when correlated with another valid measure. The second study compares two vocabulary input approaches to determine the approach that yields more words learned for CAAC. Explicit instruction yielded better vocabulary outcomes for all participants. Finally, the third study evaluates CAAC’s taxonomic knowledge in comparison to their age-matched, vocabulary-matched, and IQ-matched peers. Findings suggest that cognition, vocabulary size, and AAC device use influence CAAC’s taxonomic knowledge and that CAAC present with disordered taxonomic knowledge in language-based tasks. All results yield clinically relevant findings that will support CAAC in the early word learning process. |
