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Direct linkKhacharem, Aïmen; Trabelsi, Khaled; Zoudji, Bachir; Kalyuga, Slava – Research Quarterly for Exercise and Sport, 2020
Purpose: Guided by cognitive load theory and cognitive theory of multimedia learning, the purpose of this study was to evaluate players' ability to integrate dynamic information presented under different conditions: a verbal condition, in which instructions were given orally; a visual condition, in which instructions were shown using arrow…
Descriptors: Verbal Communication, Augmentative and Alternative Communication, Communication Skills, Communication Strategies
Shakila Dada; Cathy Flores; Kirsty Bastable; Kerstin Tönsing; Alecia Samuels; Sourav Mukhopadhyay; Beatrice Isanda; Josephine Ohenewa Bampoe; Unati Stemela-Zali; Saira Banu Karim; Legini Moodley; Adele May; Refilwe Morwane; Katherine Smith; Rahab Mothapo; Mavis Mohuba; Maureen Casey; Zakiyya Laher; Nothando Mtungwa; Robyn Moore – International Journal of Language & Communication Disorders, 2024
Background: Over 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech-language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and…
Descriptors: Intelligent Tutoring Systems, Augmentative and Alternative Communication, Curriculum Development, Technology Uses in Education
Claire Manford; Saima Rajasingam; Peter M. Allen; Eldre Beukes – British Journal of Special Education, 2024
Deafblind children and young people often perform poorly in education and social settings. The extent of this attainment gap is unknown. Following the Joanna Briggs protocol, a scoping review was conducted with the aim of establishing the barriers to and facilitators of academic and social success for this cohort. A database search was conducted…
Descriptors: Deaf Blind, Students with Disabilities, Social Environment, Educational Environment
Download full textAmanda Connelly; Jane Doyle – Odyssey: New Directions in Deaf Education, 2023
Mateo was like many students, neither fluent in English nor in American Sign Language (ASL) and significantly delayed in literacy skills. At Model Secondary School for the Deaf (MSSD), he was provided with emerging signers services to develop his expressive and receptive ASL skills. He was also provided with speech and language services by a…
Descriptors: Equal Education, Educational Legislation, Students with Disabilities, Federal Legislation
Shillingsburg, M. Alice; Marya, Videsha; Bartlett, Brittany L.; Thompson, Taylor M. – Journal of Applied Behavior Analysis, 2019
Approximately 30% of individuals diagnosed with autism spectrum disorder (ASD) fail to develop vocal communication and, therefore, use some form of augmentative or alternative communication system. The current study replicates and extends previous research on teaching "Who?" and "Which?" mands for information to 3 young…
Descriptors: Naming, Speech Communication, Autism, Pervasive Developmental Disorders
Biggs, Elizabeth E.; Carter, Erik W.; Gilson, Carly B. – American Journal on Intellectual and Developmental Disabilities, 2018
Building the communicative competence of individuals who use augmentative and alternative communication (AAC) requires intervention and support. This systematic review examined experimental studies involving aided AAC modeling to promote the expressive communication of children and youth (i.e., birth to age 21) with complex communication needs. A…
Descriptors: Augmentative and Alternative Communication, Intervention, Modeling (Psychology), Children
Reem Muharib; Nouf M. Alzrayer – Review Journal of Autism and Developmental Disorders, 2018
This meta-analysis aimed to evaluate single-case studies that used high-tech speech-generating devices (SGDs) for children with autism spectrum disorders (ASD) ages 0-8. The focus of this review was to measure the effect size of high-tech SGD intervention on verbal behavior. The review included 20 studies with 54 participants with ASD. The results…
Descriptors: Autism Spectrum Disorders, Children, Meta Analysis, Speech
Babb, Salena; McNaughton, David; Light, Janice; Caron, Jessica – Language, Speech, and Hearing Services in Schools, 2021
Purpose: Social interaction poses many challenges for adolescents with autism spectrum disorder (ASD) and complex communication needs. The purpose of this study was to investigate the impact of video visual scene displays (video VSDs) on communication during interactions between adolescents with ASD and peer partners. Method: This study used an…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Video Technology
Menezes, Edênia da Cunha; Silva, Raquel Souza; dos Santos, Ivana Maria Barboza; Givigi, Rosana Carla do Nascimento – Turkish Online Journal of Educational Technology - TOJET, 2021
Education is a fundamental right of all, guaranteed in the Brazilian constitution and in the legislation of several countries in the world. In Brazil, Special Education targets people with disabilities and global developmental disorders. A disabled person needs certain supports, the demands for which are varied. One such demand relates to people…
Descriptors: Foreign Countries, Special Education, Students with Disabilities, Developmental Disabilities
Leonet, Oihana; Orcasitas-Vicandi, María – European Journal of Special Needs Education, 2021
Augmentative and Alternative Communication (AAC) refers to all forms of communication that can be used to support people with little or no functional speech. The present study was part of a broader European project that aimed at gathering information about the service provision in AAC in the Basque Autonomous Community, Spain. One hundred and…
Descriptors: Augmentative and Alternative Communication, Special Education, Foreign Countries, Communication Problems
Claire Copps Williams – ProQuest LLC, 2021
Although federal laws require public schools to provide every student in Special Education with a free appropriate public education (FAPE) and an individualized education program (IEP), which provides students' accommodations and services, there is variation in the degree of access that many students have to assistive technology, particularly…
Descriptors: Special Education, Students with Disabilities, Assistive Technology, Augmentative and Alternative Communication
Hannah Sykes – ProQuest LLC, 2021
The problem that this study addressed was the use of eye gaze technology (EGT) for nonverbal students with cortical visual impairment (CVI). There are no studies examining educators' viewpoints on the usefulness of EGT for communication and language development of nonverbal students with CVI. The purpose of this basic qualitative study was to…
Descriptors: Assistive Technology, Students with Disabilities, Visual Impairments, Teacher Attitudes
Maude E. Wiltshire – ProQuest LLC, 2021
Art educators and their non-verbal students with autism interact and share ideas using a distinct language, the symbol-based language of semiotics. The visual arts have been integrated into school curriculum for individuals with disabilities but understanding how non-verbal students with autism express themselves is essential to fully supporting…
Descriptors: Art Teachers, Students with Disabilities, Autism Spectrum Disorders, Teaching Methods
Kaitlyn Amanda Clarke – ProQuest LLC, 2021
Previous research by Williams, Siegel and Mazefsky (2018) investigated the relationship between verbal abilities and problem behaviors using data from the Autism Inpatient Collection (AIC). This research found a weak and inconsistent association between verbal abilities and problem behavior severity; however, adapting/coping scores were…
Descriptors: Autism Spectrum Disorders, Augmentative and Alternative Communication, Behavior Problems, Children
Elizabeth E. Biggs; Erin C. Turner; Emily Elchos; Emilee Spann; Kendra E. Scotti – Grantee Submission, 2025
Purpose: Elementary-aged peers often need support for them to have positive interactions with classmates with autism who are minimally speaking (i.e., fewer than 30 functional spoken words). This study examined whether peers could learn to use responsive interaction strategies to support inclusive play and communication within a peer network…
Descriptors: Elementary School Students, Peer Relationship, Autism Spectrum Disorders, Students with Disabilities
