Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 3 |
| Since 2017 (last 10 years) | 4 |
| Since 2007 (last 20 years) | 6 |
Descriptor
Source
| EBP Briefs (Evidence-based… | 1 |
| Exceptional Parent | 1 |
| Journal of Speech, Language,… | 1 |
| Language, Speech, and Hearing… | 1 |
| Perspectives of the ASHA… | 1 |
| Topics in Early Childhood… | 1 |
Author
Publication Type
| Journal Articles | 5 |
| Reports - Research | 5 |
| Books | 1 |
| Guides - Non-Classroom | 1 |
| Information Analyses | 1 |
| Reports - Descriptive | 1 |
Education Level
| Adult Education | 1 |
| Preschool Education | 1 |
Audience
| Parents | 1 |
| Practitioners | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Battelle Developmental… | 1 |
| Clinical Evaluation of… | 1 |
| Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkJiménez-Romero, Ma Salud; Fernández-Urquiza, Maite; Benítez-Burraco, Antonio – Journal of Speech, Language, and Hearing Research, 2022
Purpose: Chromosome 16p11.2 deletion syndrome (OMIM #611913) is a rare genetic condition resulting from the partial deletion of approximately 35 genes located at Chromosome 16. Affected people exhibit a variable clinical profile, featuring mild dysmorphisms, motor problems, developmental delay, mild intellectual disability (ID), socialization…
Descriptors: Genetic Disorders, Disabilities, Language Impairments, Communication Disorders
Kristen Secora; Tara Moore – Perspectives of the ASHA Special Interest Groups, 2023
Purpose: Understanding others' mental states including thoughts (cognitive theory of mind [ToM]) and feelings (affective ToM) is an important component of communication, particularly for individuals with communication challenges. Speech-language pathologists (SLPs) are critical members of the team that supports these individuals; however, little…
Descriptors: Speech Language Pathology, Theory of Mind, Communication Disorders, Expressive Language
Dodge-Chin, Cheri; Shigetomi-Toyama, Sandra; Quinn, Emily D. – Language, Speech, and Hearing Services in Schools, 2022
Purpose: This study aimed to explore the feasibility of a telepractice communication partner intervention for children who use augmentative and alternative communication (AAC) and their parents. Method: Five children (aged 3;4-12;9 [years;months]) with severe expressive communication impairments who use AAC and their parents enrolled in a…
Descriptors: Telecommunications, Augmentative and Alternative Communication, Children, Preadolescents
Lund, Shelley K.; Keis, Emily; SanFelippo, Kaitlin – EBP Briefs (Evidence-based Practice Briefs), 2020
Clinical Question: Do children with complex communication needs show greater improvement in requesting behaviors with the Picture Exchange Communication System® (PECS®) versus a speech-generating device (SGD)? Method: Systematic Review. Sources: Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information…
Descriptors: Augmentative and Alternative Communication, Pictorial Stimuli, Speech Communication, Communication Skills
Harjusola-Webb, Sanna M.; Robbins, Sandra Hess – Topics in Early Childhood Special Education, 2012
This study examined the effects of a teacher training package on the teacher-delivered naturalistic communication-promoting intervention and the expressive communication of three preschool-aged boys with autism spectrum disorders. Growing numbers of children with disabilities, including autism spectrum disorders, attend community-based and…
Descriptors: Intervention, Pervasive Developmental Disorders, Disabilities, Linguistic Input
Murphy, Patti – Exceptional Parent, 2007
There is no definitive recipe for augmentative and alternative communication (AAC) success, but its universal ingredients can be found at home. The main ones are: (1) Understanding that all children need to express themselves, however outgoing or shy they may be; (2) Willingness to embrace the technology that may help your child regardless of your…
Descriptors: Nonverbal Communication, Augmentative and Alternative Communication, Communication Disorders, Disabilities
Valletutti, Peter J.; And Others – 1996
This second of three manuals providing a functional curriculum for students with disabilities focuses on the development of nonverbal and oral communication skills. An introductory chapter provides an overview of the curriculum and offers guidelines for developing instructional plans for the following two units of study. Unit 1 considers the…
Descriptors: Augmentative and Alternative Communication, Communication Disorders, Communication Skills, Curriculum
