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You searched for +publisher:"Penn State University" +contributor:("Krista M Wilkinson, Dissertation Advisor/Co-Advisor"). Showing records 1 – 5 of 5 total matches.

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Penn State University

1. Na, Ji Young. Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome.

Degree: 2015, Penn State University

 Children with Down syndrome often have more restricted emotion expression and recognition skills than their peers who are developing typically. Some individuals with Down syndrome… (more)

Subjects/Keywords: Augmentative and Alternative Communication; Emotion; Children with Down syndrome; Storybook; Instruction and Intervention

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Na, J. Y. (2015). Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Na, Ji Young. “Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome.” 2015. Thesis, Penn State University. Accessed January 22, 2021. https://submit-etda.libraries.psu.edu/catalog/26413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Na, Ji Young. “Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome.” 2015. Web. 22 Jan 2021.

Vancouver:

Na JY. Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/26413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Na JY. Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

2. Thistle, Jennifer J. Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children.

Degree: 2014, Penn State University

 Children who are unable to use spoken language to meet their communication needs often benefit from aided augmentative and alternative communication (AAC). The design of… (more)

Subjects/Keywords: Augmentative and alternative communication; background color; symbol arrangement; visual search; children; AAC display design

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Thistle, J. J. (2014). Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22381

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thistle, Jennifer J. “Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children.” 2014. Thesis, Penn State University. Accessed January 22, 2021. https://submit-etda.libraries.psu.edu/catalog/22381.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thistle, Jennifer J. “Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children.” 2014. Web. 22 Jan 2021.

Vancouver:

Thistle JJ. Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/22381.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thistle JJ. Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22381

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

3. O'Neill, Tara Anne. Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life.

Degree: 2018, Penn State University

 In order to ensure long-term adoption and use of augmentative and alternative communication (AAC) technologies, they must be designed to support children to participate within… (more)

Subjects/Keywords: In order to ensure long-term adoption and use of augmentative and alternative communication (AAC) technologies; they must be designed to support children to participate within everyday activities and routines that are prioritized by families. Nine parents of children with cerebral palsy who used AAC technologies participated in semi-structured interviews to provide their perspectives of how AAC technologies were integrated into the functional contexts of everyday life. Five major themes emerged from the discussions: (a) integrating AAC into life; (b) AAC technologies; (c) child needs and skills; (d) parent responsibilities and priorities; and (e) AAC process and decision-making. Children were able to use AAC technologies within a variety of everyday contexts with various partners; however; challenges included access to AAC within physical and outdoor activities and partners who lacked knowledge regarding operational competencies and effective interaction strategies. In order to integrate AAC technologies into life; parents prioritized technology features including ease of programming; improved physical design (e.g.; lighter; wearable; easy to mount; durable); features to enhance efficiency and ease of access (e.g.; brain-computer interface; sentence prediction); and availably of multiple functions and features (e.g.; facial recognition software; augmented reality; projection capabilities; capability to control wheelchair). AAC manufacturers and mainstream technology developers should work to ensure that technologies are responsive to the supports; limitations; and ideal features identified by parents. Future research should seek input from a larger group of stakeholders and use longitudinal methods to examine perceptions of AAC technologies over time. Keywords: technology design; augmentative and alternative communication; parents; cerebral palsy; service delivery; technology design; family

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

O'Neill, T. A. (2018). Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15513tao5012

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

O'Neill, Tara Anne. “Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life.” 2018. Thesis, Penn State University. Accessed January 22, 2021. https://submit-etda.libraries.psu.edu/catalog/15513tao5012.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

O'Neill, Tara Anne. “Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life.” 2018. Web. 22 Jan 2021.

Vancouver:

O'Neill TA. Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/15513tao5012.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

O'Neill TA. Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15513tao5012

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

4. Elam, Amanda Lynee. Semantic Processing in Individuals with Intellectual Disabilities.

Degree: 2016, Penn State University

 Enhancing the effectiveness of clinical materials used for communication support in populations with communication disorders is an important priority for public health. Success requires insights… (more)

Subjects/Keywords: event-related potentials; N400; augmentative and alternative communication; semantic processing; language; Down syndrome

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Elam, A. L. (2016). Semantic Processing in Individuals with Intellectual Disabilities. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/28907

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Elam, Amanda Lynee. “Semantic Processing in Individuals with Intellectual Disabilities.” 2016. Thesis, Penn State University. Accessed January 22, 2021. https://submit-etda.libraries.psu.edu/catalog/28907.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Elam, Amanda Lynee. “Semantic Processing in Individuals with Intellectual Disabilities.” 2016. Web. 22 Jan 2021.

Vancouver:

Elam AL. Semantic Processing in Individuals with Intellectual Disabilities. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/28907.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Elam AL. Semantic Processing in Individuals with Intellectual Disabilities. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/28907

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

5. Johnson, Rupert. Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation.

Degree: 2020, Penn State University

 Purpose: The purpose of this study is to use wearable eye tracking technology to examine the implicit physiological and behavioral reactions toward PWS by examining… (more)

Subjects/Keywords: Listener perceptions; listener reactions; stuttering; Eye-tracking; pupillometry; physiological measures

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johnson, R. (2020). Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17732rej5059

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnson, Rupert. “Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation.” 2020. Thesis, Penn State University. Accessed January 22, 2021. https://submit-etda.libraries.psu.edu/catalog/17732rej5059.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnson, Rupert. “Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation.” 2020. Web. 22 Jan 2021.

Vancouver:

Johnson R. Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation. [Internet] [Thesis]. Penn State University; 2020. [cited 2021 Jan 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/17732rej5059.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson R. Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation. [Thesis]. Penn State University; 2020. Available from: https://submit-etda.libraries.psu.edu/catalog/17732rej5059

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.