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5 results on '"King, Marika R."'

1. Code-Switching Using Aided AAC: Toward an Integrated Theoretical Framework

Author

King, Marika R. and Soto, Gloria

Abstract

Multilingual individuals who use augmentative and alternative communication (AAC) often shift between language environments and speakers of different languages; thus, code-switching (or alternating between languages or dialects within or across contexts) becomes necessary for effective communication. Recently, AAC product developers have responded to this need by building multilingual AAC systems; however, research in multilingualism and AAC is lacking. In this paper, we discuss theoretical and practical implications for research related to code-switching using aided AAC. We use available literature investigating the sociolinguistic, psycholinguistic, and usage-based aspects of code-switching in spoken or signed modalities as a starting point for considering code-switching using aided AAC. We present examples illustrating the varied expression of codeswitching across aided AAC modalities and discuss directions for future research.

Published
2022
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2. Language differentiation using AAC (King et al., 2020)

Author

King, Marika R., Romski, MaryAnn, and Sevcik, Rose A.

Subjects
FOS: Media and communications, Language, 200102 Communication Technology and Digital Media Studies
Abstract

Purpose: Children with severe speech and language impairments growing up in dual language environments may communicate in more than one language using augmentative and alternative communication (AAC). This study investigated predictors of bilingual children’s ability to differentiate between Spanish and English using an AAC iPad app during a cued language-switching task and examined whether switching between languages using AAC incurred a cognitive cost.Method: Participants were 58 Spanish–English bilingual children ages 4;0–6;11 (years;months; 23 with language impairments). Children received standardized language and cognitive assessments and completed an experimental language-switching task in which they were asked to differentiate between languages using an AAC iPad app containing English and Spanish vocabulary layouts paired with voice output.Results: Results of a binary logistic regression indicated that, when controlling for age, processing speed significantly predicted whether children were classified as high or low performers on the experimental task. Nonparametric tests indicated that switching between languages did not incur a cognitive cost as evidenced by similar response times on trials where participants were required to switch between languages compared to trials where they did not switch.Conclusion: This study contributes to the understanding of how young bilingual children with and without language impairments conceptualize and discriminate between languages represented in a visual–graphic modality paired with speech output.Supplemental Material S1. English and Spanish vocabulary items used in the experimental task. Supplemental Material S2. Screenshots of the AAC device displays containing sample vocabulary layouts in Spanish and English.Supplemental Material S3. Example target words, set up, and prompts for the experimental task. King, M. R., Romski, M., & Sevcik, R. A. (2020). Language differentiation using augmentative and alternative communication: An investigation of Spanish–English bilingual children with and without language impairments. American Journal of Speech-Language Pathology. Advance online publication. https://doi.org/10.1044/2020_AJSLP-20-00030

Published
2020
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5. Language Switching using Augmentative and Alternative Communication: An Investigation of Spanish-English Bilingual Children with and without Language Impairments

Author

King, Marika R

Subjects
augmentative and alternative communication, bilingual language development, language impairment, language switching
Abstract

Children with severe speech and language impairments may rely on augmentative and alternative communication (AAC) for a variety of communicative functions. Despite the availability of bilingual AAC devices that allow the user to communicate in more than one language and alternate between languages, little research has addressed assessment and intervention concerns for bilingual children who use AAC. This study investigated the ability of bilingual children with and without language impairments to discriminate between languages using a bilingual AAC app during a cued language switching task. Participants included 58 English-Spanish bilingual children ages 4;0 – 6;11 (23 with language impairments). Children received standardized language assessments in English and Spanish as well as assessment of nonverbal IQ and processing speed. All participants completed an experimental language switching task in which they were asked to locate images of vocabulary words in Spanish and English using a Spanish and English speech-generating device (SGD). Parents of child participants completed a demographic information form and participated in an interview about their child’s language environments. Results of a series of hierarchical linear regressions indicated that when controlling for age, processing speed significantly predicted children’s ability on the experimental language switching task. Nonparametric tests showed no evidence of increased response times on trials where participants were required to switch between languages compared to trials where they did not switch. Further analysis indicated that language dominance, nonverbal IQ, and language abilities were not significant predictors of bilingual language switching ability using AAC. Results from this study indicated that in addition to age, processing speed ability may be an important predictor of children’s ability to language switch using AAC. This study contributes to the understanding of how young bilingual children conceptualize and discriminate between language systems. This research paves the way for further assessment and intervention studies to investigate how best to support bilingual children with language impairments and developmental disabilities who may benefit from AAC.

Published
2019

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