Abstract
Typically developing children are often used in the study of Augmentative Alternative Communication (AAC), to determine developmentally appropriate features and designs of AAC devices (Drager et al., 2003; Drager et al., 2004; Light et al., 2004; McCarthy et al., 2006; Wagner & Jackson, 2006; Wilkinson, Carlin & Jagaroo, 2006). The focus of the current research is to evaluate three varying styles of organization of dynamic display AAC devices. Participants included six children ages 36 to 44 months with no known speech, language, hearing, motor, or cognitive deficits. Participants were assigned one of three organization styles of speech output devices and provided instruction over eight sessions. A follow up session was later conducted to determine retention. Analysis indicates all participants demonstrated learning of the AAC device organizations, though no significant difference was identified between device organizations.