NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Showing 886 to 900 of 1,242 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Rosa-Lugo, Linda Iris; Kent-Walsh, Jennifer – Communication Disorders Quarterly, 2008
Current research indicates that children who use augmentative and alternative communication (AAC) often are not given opportunities to participate in supportive early storybook-reading experiences in home environments. This investigation employed a single-subject, multiple-baseline-across-subjects design to investigate the effects of a parent…
Descriptors: Augmentative and Alternative Communication, Parents as Teachers, Home Study, Story Reading
Peer reviewed Peer reviewed
Direct linkDirect link
Trina D. Spencer; Douglas B. Petersen; Sandra L. Gillam – TEACHING Exceptional Children, 2008
Evidence-based practice (EBP) refers to clinical decisions as a result of the careful integration of research evidence and student needs. Legal mandates such as No Child Left Behind require teachers to employ evidence-based practices in their classrooms, yet teachers receive little guidance regarding how to determine which practices are…
Descriptors: Student Needs, Intervention, Sign Language, Decision Making Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Preis, Janet – Focus on Autism and Other Developmental Disabilities, 2006
The diagnosis of autism, although a source of discussion and occasional controversy, has consistently included poor communication as an essential component. Both the text revision of the fourth edition of the "Diagnostic and Statistical Manual of Mental Disorders" (American Psychiatric Association, 2000) and the 10th edition of the "International…
Descriptors: Autism, Clinical Diagnosis, Listening Comprehension, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Tincani, Matt; Crozier, Shannon; Alazett, Shannon – Education and Training in Developmental Disabilities, 2006
We examined the effects of the Picture Exchange Communication System (PECS; Frost & Bondy, 2002) on the manding (requesting) and speech development of school-aged children with autism. In study 1, two participants, Damian and Bob, were taught PECS within a delayed multiple baseline design. Both participants demonstrated increased levels of manding…
Descriptors: Reinforcement, Augmentative and Alternative Communication, Autism, Preadolescents
Peer reviewed Peer reviewed
Direct linkDirect link
Waller, Annalu – Topics in Language Disorders, 2006
This article describes methods that have been developed to provide augmentative and alternative communication communicators with better access to narrative conversation. It begins by highlighting the need to provide access to conversational narrative for people with complex communication needs, arguing that this type of conversation plays an…
Descriptors: Augmentative and Alternative Communication, Interaction, Assistive Technology, Language Acquisition
Whalen, Christina, Ed. – Brookes Publishing Company, 2009
Generalization is the key to effective autism intervention--when children can apply new skills across settings, they'll make broad, long-term improvements in behavior and social communication. The first how-to guide to generalization is finally here! Practical and reader-friendly, this is the book that helps professionals take today's most popular…
Descriptors: Intervention, Autism, Parent Education, Generalization
Peer reviewed Peer reviewed
Drager, Kathryn D.R.; Light, Janice C.; Carlson, Rhonda; D'Silva, Karen; Larsson, Brittany; Pitkin, Laura; Stopper, Gini – Journal of Speech, Language, and Hearing Research, 2004
The present study investigated the learning demands of dynamic display augmentative and alternative communication (AAC) technologies that differed in system layout and menu page approaches for 3-year-old children. Ten typically developing children were randomly assigned to each of 3 technology approaches and were asked to located vocabulary items…
Descriptors: Vocabulary, Educational Technology, Assistive Technology, Augmentative and Alternative Communication
Bainbridge, Marc – Technology & Learning, 2005
The Individuals with Disabilities Education Act (IDEA-PL 101-478) of 1990 assures the right to assistive technology for individuals with disabilities. Later versions of the law increased spending, support, and consumer decision making and encouraged research and development for a range of assistive instructional technologies. As a result, the…
Descriptors: Assistive Technology, Augmentative and Alternative Communication, Disabilities, Educational Technology
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Patel, Rupal; Schooley, Katherine; Radhakrishnan, Rajiv – Assistive Technology Outcomes and Benefits, 2006
Two prototype voice output communication aids were implemented to compare methods of graphic symbol message formulation; one emulated current devices that require syntactical ordering of icons (Default) and the other used semantic frames (iconCHAT). Message constructions of eight typically developing children (7-10 years of age) using both…
Descriptors: Semantics, Syntax, Assistive Technology, Comparative Analysis
Peer reviewed Peer reviewed
Levine, Karen; And Others – Mental Retardation, 1994
This examination of the risks and benefits of using facilitated communication with individuals having autism or mental retardation concludes that the risks to these individuals, to families and teachers, and to society of this unsupported methodology are great and that the development of independent augmentative communication strategies is more…
Descriptors: Augmentative and Alternative Communication, Autism, Intervention, Mental Retardation
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Torrison, Christina; Jung, Elaina; Baker, Kristin; Beliveau, Christine; Cook, Albert – Developmental Disabilities Bulletin, 2007
Staff at a day program were trained in Augmentative/Alternative Communication (AAC) strategies and techniques. The goal was to provide training that would allow staff at the centre to use communication strategies when working with their clients. Two training sessions were provided on AAC and communication strategies for all staff at the centre.…
Descriptors: Communication Strategies, Augmentative and Alternative Communication, Day Programs, Developmental Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Trudeau, Natacha; Sutton, Ann; Dagenais, Emmanuelle; de Broeck, Sophie; Morford, Jill – Journal of Speech, Language, and Hearing Research, 2007
Purpose: This study investigated the impact of syntactic complexity and task demands on construction of utterances using picture communication symbols by participants from 3 age groups with no communication disorders. Method: Participants were 30 children (7;0 [years;months] to 8;11), 30 teenagers (12;0 to 13;11), and 30 adults (18 years and…
Descriptors: Stimuli, Language Skills, Adolescents, Adults
Peer reviewed Peer reviewed
Direct linkDirect link
Schlosser, Ralf W.; Sigafoos, Jeff – Research in Developmental Disabilities: A Multidisciplinary Journal, 2006
Augmentative and alternative communication (AAC) as an area of clinical and educational practice involves a myriad of decisions related to the symbols, devices, and strategies from which each client must choose. These decision-making points can be productively informed through evidence from comparative intervention studies. The purpose of this…
Descriptors: Intervention, Developmental Disabilities, Augmentative and Alternative Communication, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Goldberg, Lynette R.; Richburg, Cynthia McCormick; Wood, Lisa A. – Communication Disorders Quarterly, 2006
Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active…
Descriptors: Service Learning, Active Learning, Higher Education, Audiology
Peer reviewed Peer reviewed
Direct linkDirect link
Bailey, Rita L.; Parette, Howard P., Jr.; Stoner, Julia B.; Angell, Maureen E.; Carroll, Kathleen – Language, Speech, and Hearing Services in Schools, 2006
Purpose: Although advancements in technology have expanded the use of augmentative and alternative communication (AAC) devices for children with disabilities, the use of AAC devices in school and home settings is often inconsistent. The purpose of this study was to examine family members' perceptions regarding the use of AAC devices. Factors that…
Descriptors: Disabilities, Augmentative and Alternative Communication, Family Attitudes, Youth
Pages: 1  |  ...  |  56  |  57  |  58  |  59  |  60  |  61  |  62  |  63  |  64  |  ...  |  83