+publisher:"Penn State University" +contributor:("Krista M Wilkinson, Dissertation Advisor/Co-Advisor")

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

URL: https://submit-etda.libraries.psu.edu/catalog/26413

► 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)

▼ 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 have limitations in producing speech and in understanding of the speech and language of others. Effectively designed interventions may help facilitate optimal communication and functioning. However, due to a lack of awareness and resources, parents and professionals usually provide limited opportunities for these children to discuss emotions. Children who are unable to use spoken language effectively to meet their communication needs often benefit from aided Augmentative and Alternative Communication (AAC), meaning that well-designed communication tools may help children with Down syndrome communicate about emotions. The current study used a single-subject multiple-baseline across participants design with three parent-child dyads in order to investigate the effect of an instructional program on parents’ provision of opportunities for emotion communication using aided AAC. The parents learned to ask open-ended questions (i.e., questions that cannot be answered by yes or no) relating to the type (e.g., angry), reason (e.g., It’s broken), and solution (e.g., Ask for help) for a book character’s emotions during shared reading activities with their children. This was done in order to provide the children with opportunities to converse about emotions in a familiar context. The parents also designed and used emotion communication picture boards for use during the activity. This investigation provides evidence that the Strategies for Talking about Emotions as PartnerS (STEPS) instructional program is effective for improving parents’ provision of opportunities for discussing emotions during storybook reading with children who have Down syndrome. All participating parents used the emotion communication strategy immediately following a one-time instructional session and continued to use it for the remaining phases of the study. The children participated more actively in the discussion by making comments about emotions when parents provided more opportunities to their children. All parents indicated that they would use the strategy during future storybook reading activities. This dissertation discusses the results and directions for future research. Advisors/Committee Members: Advisor%22%29&pagesize-30">Krista M Wilkinson, Dissertation Advisor/Co-Advisor, Kathryn D R Drager, Committee Member, Carol Anne Miller, Committee Member, Carrie Neal Jackson, Committee Member.

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 (6^th 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 (16^th 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 (7^th 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

URL: https://submit-etda.libraries.psu.edu/catalog/22381

► 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)

▼ 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 the visual display may influence the ability of the child to communicate effectively. A display that supports efficient visual processing may facilitate success, whereas a display that is not optimal may create unintended barriers to success. However, there is limited evidence guiding clinical decision-making regarding visual display design. This is especially true regarding clinical practices targeted at supporting syntactically correct multi-symbol constructions. Clinicians often arrange symbols in groupings by part of speech as well as color-code the symbol background. In order to address this research to practice gap, the current study implemented a 2 x 2 factorial design to investigate the influence of symbol arrangement and background color on response time and task accuracy. The experiment measured the response time and accuracy of children with typical development, ages 3 ½ to 7 years as they used symbols to repeat spoken sentences. Participants received an auditory-visual stimulus (e.g., spoken sentence matching a photograph) and then touched the symbols within a 4 x 4 array that represented the stimuli. The participants completed the task across four conditions that varied the presence and absence of symbol arrangement and background color. A grammaticality judgment task assessed participants’ metalinguistic awareness to determine if this skill moderated the relationship between the features and outcome measures. Symbol arrangement influenced responding, in the participants under age 5. These participants were faster and more accurate when using displays that had symbol arrangement than when using displays that did not have symbol arrangement. Additionally, individual level analyses illustrated the younger participants (under age 5) were on average 4.3 seconds faster when using displays with symbol arrangement as opposed to no symbol arrangement. As a group, younger participants demonstrated greater accuracy when symbols had a white background compared to colored background. Children over 5 years old demonstrated no effects of symbol arrangement or background color. This dissertation discusses the results, theoretical implications, clinical implications, and directions for future research. Advisors/Committee Members: Advisor%22%29&pagesize-30">Krista M Wilkinson, Dissertation Advisor/Co-Advisor, Krista M Wilkinson, Committee Chair/Co-Chair, Janice Catherine Light, Committee Member, Carol Anne Miller, Committee Member, David Brent Mcnaughton, Committee Member.

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 (6^th 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 (16^th 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 (7^th 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

URL: https://submit-etda.libraries.psu.edu/catalog/15513tao5012

► 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)

▼ 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. Advisors/Committee Members: Advisor%22%29&pagesize-30">Krista M Wilkinson, Dissertation Advisor/Co-Advisor, Krista M Wilkinson, Committee Chair/Co-Chair, Janice Catherine Light, Committee Member, Carol Anne Miller, Committee Member, Rick Owen Gilmore, Outside Member.

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 (6^th 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 (16^th 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 (7^th 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

URL: https://submit-etda.libraries.psu.edu/catalog/28907

► 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)

▼ 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 about how clearly these materials convey semantic information to users–information that is largely absent from the existing literature. This current study focused on characterizing neural activity associated with semantic processing in individuals with Down syndrome (DS) in the context of exposure to Augmentative and Alternative Communication (AAC) symbols and speech. Using knowledge and tools from developmental disability research, communication intervention, and brain imaging, the study explored the event-related potential (ERP) components related to linguistic processes. ERPs were recorded while participants viewed Mayer-Johnson Picture symbols that varied in animacy and heard a matching (semantically congruent) or mismatching (semantically incongruent) auditory stimulus. Consistent with previous semantic processing ERP studies in typically developing populations, semantically incongruent trials yielded larger negative amplitude responses than semantically congruent trials. While mean amplitudes did not differ significantly by animacy or post-stimulus presentation epoch, brain responses did vary by channel with electrode site C3 displaying the largest negative magnitude compared to other channels. Response latencies were within the range of the N400 observed in typically developing adults. In contrast to previous N400 findings, however, the DS sample showed a more frontally distributed response to semantically incongruent information similar to what has been observed in adults in a picture-only viewing task. Overall, the results indicate that individuals with DS process AAC symbols in a manner akin to the ways typically developing individuals process semantic information. Advisors/Committee Members: Advisor%22%29&pagesize-30">Rick Owen Gilmore, Dissertation Advisor/Co-Advisor, Advisor%22%29&pagesize-30">Krista M Wilkinson, Dissertation Advisor/Co-Advisor, Rick Owen Gilmore, Committee Chair/Co-Chair, Koraly Elisa Perez Edgar, Committee Member, Stephen Jeffrey Wilson, Committee Member.

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 (6^th 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 (16^th 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 (7^th 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

URL: https://submit-etda.libraries.psu.edu/catalog/17732rej5059

► 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 (6^th 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 (16^th 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 (7^th 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

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Open Access Theses and Dissertations