Motor planning is an important consideration of an organizational structure of an AAC system.
Supporting Research
Thistle, J., Holmes, S., Horn, M. & Reum, A. (2018). “Consistent Symbol Location Affects Motor Learning in Preschoolers Without Disabilities: Implications for Designing Augmentative and Alternative Communication Displays.” American Journal of Speech-Language Pathology, 1-8.
Elena Dukhovny & Jennifer J. Thistle (2017) An exploration of motor learning concepts relevant to use of speech-generating devices, Assistive Technology, DOI: 10.1080/10400435.2017.1393845
Elena Dukhovny & YanYan Zhou (2016) Effects of icon size and location on speed and accuracy of SGD access, Augmentative and Alternative Communication, 32:4, 241-248, DOI: 10.1080/07434618.2016.1236835
Neno, C., Ellawadi, A., Cargill, L., Lyle, S. & David, A. (2016). "Vocabulary Development in School-Age Augmentative and Alternative Communication (AAC) Users." Poster presented at the American Speech-Language Hearing Association Annual Conference, Philadelphia, PA.
Dukhovny, E. and Gahl. S. (2014). “Manual motor-plan similarity affects lexical recall on a speech-generating device: implications for AAC users.” Journal of Communication Disorders, 48, 52-60.
Potts, M., & Satterfield, B. (2013). Studies in AAC and Autism: The Impact of LAMP as a Therapy Intervention. (White Paper) Prentke-Romich Company. Link to this article
Bedwani, M., Winchester, E., Simmons, T., Robertson , J. & Costley, D. (2012). Evaluation of the Language Acquisition through Motor Planning (LAMP) Program. Autism Spectrum Australia. Link to this article
Pulliam, H. (2010). The Initial and Renewed Impact of an AAC Device, Using the LAMP Approach, on an Individual with Autism Spectrum Disorder. (Master’s Thesis) Arkansas State University.
Stuart, S., & Ritthaler, C., (2008). Case Studies of Intermediate Steps/Between AAC Evaluations and Implementation. SIG 12 Perspectives on Augmentative and Alternative Communication, December 2008, Vol. 17, 150-155. doi:10.1044/aac17.4.150