subject:(Alternative Communication)

The University of Iowa

1. Boulanger, Karen Therese. Factors related to satisfaction, pain and affect outcomes in massage therapy clients.

Degree: 2015, The University of Iowa

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3711080

► Massage therapy is often used to treat musculoskeletal symptoms and to promote wellness. While evidence regarding its effectiveness is increasing, research related to actual… (more)

▼ Massage therapy is often used to treat musculoskeletal symptoms and to promote wellness. While evidence regarding its effectiveness is increasing, research related to actual practice and studies seeking to understand the mechanisms of massage therapy are needed. The purpose of this research was to describe the characteristics of massage therapists and their clients and to understand the role of communication in massage therapy outcomes. The first study examined the outcome expectations, expectancies, and behaviors of a random sample of massage therapists in Iowa (n=151) using a cross-sectional survey. The second study used a practice-based research design incorporating two samples of massage therapy clients (n=320 and n=321) to develop and validate a measure of client expectations of massage, the Client Expectations of Massage Scale (CEMS). The third study examined the influence of client expectations and massage therapists' interpersonal attractiveness on pain and satisfaction following massage. Social Cognitive Theory and Expectancy Violation Theory were used as frameworks to demonstrate how health behavior and communication theories can provide insight to massage therapy research. Results indicated that massage therapists had high expectations regarding the benefits of massage therapy and engaged in a variety of behaviors that reflect the clinical, educational, and interpersonal nature of massage therapy. In addition to using a variety of manual therapies, the massage therapists educated their clients in areas such as diet, stress management, and exercise to improve client health. Similarly, clients had positive expectations as measured by the outcome, clinical, educational, and interpersonal subscales of the CEMS. Positive outcome expectations predicted significant improvements in pain and serenity. High interpersonal expectations were related to negative changes in serenity. The third study revealed that high satisfaction was influenced by positive interpersonal attractiveness but more research is needed to understand the influence of client expectations being met on satisfaction. Initially high educational expectations, exceeded educational expectations, violated interpersonal expectations, and positive interpersonal attractiveness were related to less pain following massage. In conclusion, this research demonstrated that client expectations and massage therapist interpersonal attractiveness are important constructs to consider when evaluating the effects of massage therapy.

Subjects/Keywords: Communication; Alternative medicine; Public health

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Boulanger, K. T. (2015). Factors related to satisfaction, pain and affect outcomes in massage therapy clients. (Thesis). The University of Iowa. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3711080

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):

Boulanger, Karen Therese. “Factors related to satisfaction, pain and affect outcomes in massage therapy clients.” 2015. Thesis, The University of Iowa. Accessed March 02, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3711080.

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

MLA Handbook (7^th Edition):

Boulanger, Karen Therese. “Factors related to satisfaction, pain and affect outcomes in massage therapy clients.” 2015. Web. 02 Mar 2021.

Vancouver:

Boulanger KT. Factors related to satisfaction, pain and affect outcomes in massage therapy clients. [Internet] [Thesis]. The University of Iowa; 2015. [cited 2021 Mar 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3711080.

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

Council of Science Editors:

Boulanger KT. Factors related to satisfaction, pain and affect outcomes in massage therapy clients. [Thesis]. The University of Iowa; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3711080

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

University of California – Berkeley

2. Dukhovny, Elena. Phonological Encoding in Aided Augmentative and Alternative Communication.

Degree: Special Education, 2011, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/0h56354d

► Short-term memory for words is typically described in terms of phonological storage and rehearsal. However, research has shown that task demands, such as alternative means… (more)

Subjects/Keywords: Special education; Augmentative Alternative Communication; Phonological memory

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Dukhovny, E. (2011). Phonological Encoding in Aided Augmentative and Alternative Communication. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/0h56354d

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):

Dukhovny, Elena. “Phonological Encoding in Aided Augmentative and Alternative Communication.” 2011. Thesis, University of California – Berkeley. Accessed March 02, 2021. http://www.escholarship.org/uc/item/0h56354d.

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

MLA Handbook (7^th Edition):

Dukhovny, Elena. “Phonological Encoding in Aided Augmentative and Alternative Communication.” 2011. Web. 02 Mar 2021.

Vancouver:

Dukhovny E. Phonological Encoding in Aided Augmentative and Alternative Communication. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2021 Mar 02]. Available from: http://www.escholarship.org/uc/item/0h56354d.

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

Council of Science Editors:

Dukhovny E. Phonological Encoding in Aided Augmentative and Alternative Communication. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/0h56354d

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

Queens University

3. Paterson, Leslie A. The Experiences of Students with Intellectual Disability and their Teachers During the Implementation Process of an Augmentative and Alternative Communication Device: A Case Study .

Degree: Education, 2014, Queens University

URL: http://hdl.handle.net/1974/8598

► The purpose of this study was to describe the experiences of students with intellectual disability (ID) and their teachers throughout the implementation process of an… (more)

▼ The purpose of this study was to describe the experiences of students with intellectual disability (ID) and their teachers throughout the implementation process of an augmentative and alternative communication (AAC) device. Two students and three teachers at an arts-based school for adults with developmental disabilities were trained by a speech and language pathologist on how to use the device. The students were selected by the teachers because they had limited ability to produce speech, and it was thought that they would benefit from using the device. The three teachers made up the school’s faculty, and the speech and language pathologist was selected based on her expertise working with people with developmental disabilities. Self-determination theory (Deci & Ryan, 1985) framed the study, and, it guided the observations and discussion of this thesis. Student experiences were explained through the lens of this theory, but teacher experiences were more applicable to Guskey’s (1989) model of teacher change. This framework was used to interpret the experiences of the teachers. Data were collected through direct observations and teacher journals throughout the implementation process, and semi-structured interviews, post-implementation. A total of 10, one-hour observations per student were conducted between January 15, 2013 and March 11, 2013; with one additional observation of an unplanned follow-up session that lasted one-and-a-half hours on May 8, 2013. The researcher observed student communication and engagement before, during, and after the device was brought into the class. The implementation steps included: introduction and experimentation with the AAC device in-class; teacher-only training; in-class student coaching and modeling; and withdrawal of SLP support. This study found that that there were practical and logistical challenges with AAC device implementation for both students and teachers. Limited time for in-class training, strategic planning, goal-setting, and financial resources, such as funds to hire supply teachers so that teachers could observe in-class training, were barriers to implementation. One student, more than the other, used the AAC device to communicate throughout the study. Recommendations emerging from the study included more purposeful advance planning, goal-setting, developing teacher pedagogical knowledge prior to implementation, and collectively-planned in-class training sessions for students and teachers.

Subjects/Keywords: Augmentative and Alternative Communication ; Intellectual Disability

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Paterson, L. A. (2014). The Experiences of Students with Intellectual Disability and their Teachers During the Implementation Process of an Augmentative and Alternative Communication Device: A Case Study . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/8598

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):

Paterson, Leslie A. “The Experiences of Students with Intellectual Disability and their Teachers During the Implementation Process of an Augmentative and Alternative Communication Device: A Case Study .” 2014. Thesis, Queens University. Accessed March 02, 2021. http://hdl.handle.net/1974/8598.

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

MLA Handbook (7^th Edition):

Paterson, Leslie A. “The Experiences of Students with Intellectual Disability and their Teachers During the Implementation Process of an Augmentative and Alternative Communication Device: A Case Study .” 2014. Web. 02 Mar 2021.

Vancouver:

Paterson LA. The Experiences of Students with Intellectual Disability and their Teachers During the Implementation Process of an Augmentative and Alternative Communication Device: A Case Study . [Internet] [Thesis]. Queens University; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1974/8598.

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

Council of Science Editors:

Paterson LA. The Experiences of Students with Intellectual Disability and their Teachers During the Implementation Process of an Augmentative and Alternative Communication Device: A Case Study . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/8598

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

University of Waikato

4. Bourke, Tina. Let me be understood: A behavioural investigation of effective functional communication skills within a New Zealand special education high school.

Degree: 2020, University of Waikato

URL: http://hdl.handle.net/10289/13961

► Effective functional communication skills are socially significant behaviours that afford individuals the ability to self-advocate and realise their full range of human rights. The aim… (more)

▼ Effective functional communication skills are socially significant behaviours that afford individuals the ability to self-advocate and realise their full range of human rights. The aim of this study was to describe communication skills observed within a New Zealand special education high school routine with three female students (who had previous experience with Augmentative and Alternative Communication (AAC) systems), and the responses provided by staff, within a verbal behaviour framework. In-person naturalistic observations using event-recording procedures were conducted over 18 total hours and 432 total communicative episodes were documented. Communicative episodes were described congruous with Skinner’s (1957) account of verbal operants and rates were calculated. Data related to antecedent conditions that occasioned episodes and students’ use of communication skills including the function and mode of communication were included. Staff responses to student initiations were assessed as being functionally appropriate matches. Overall, students were involved in approximately 25 communicative episodes per hour that were primarily opportunities to respond, with the exception of one student, and one opportunity to initiate was observed during the entire study. Communicative episodes predominantly occurred with adults, and students used vocals or gestures but rarely AAC systems, during episodes that were most often coded with tact or intraverbal functions. Staff presented additional prompts, mostly using aided AAC systems, during the majority of opportunities to respond they presented. Just over half of staff responses to student initiations were assessed as potentially matching the communicative function. A verbal behaviour discussion of key findings and theoretical and educational implications for practice is provided. Strengths and limitations of this study are identified, and future research is suggested. Advisors/Committee Members: Anderson, Angelika (advisor).

Subjects/Keywords: verbal behaviour; aided communication; augmentative and alternative communication; functional communication skills; communication skills

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Bourke, T. (2020). Let me be understood: A behavioural investigation of effective functional communication skills within a New Zealand special education high school. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/13961

Chicago Manual of Style (16^th Edition):

Bourke, Tina. “Let me be understood: A behavioural investigation of effective functional communication skills within a New Zealand special education high school. ” 2020. Masters Thesis, University of Waikato. Accessed March 02, 2021. http://hdl.handle.net/10289/13961.

MLA Handbook (7^th Edition):

Bourke, Tina. “Let me be understood: A behavioural investigation of effective functional communication skills within a New Zealand special education high school. ” 2020. Web. 02 Mar 2021.

Vancouver:

Bourke T. Let me be understood: A behavioural investigation of effective functional communication skills within a New Zealand special education high school. [Internet] [Masters thesis]. University of Waikato; 2020. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10289/13961.

Council of Science Editors:

Bourke T. Let me be understood: A behavioural investigation of effective functional communication skills within a New Zealand special education high school. [Masters Thesis]. University of Waikato; 2020. Available from: http://hdl.handle.net/10289/13961

Vanderbilt University

5. Biggs, Elizabeth Erin. Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs.

Degree: PhD, Special Education, 2017, Vanderbilt University

URL: http://hdl.handle.net/1803/10775

► Educators need strategies to build the communication skills of students learning to use aided augmentative and alternative communication (AAC), while also supporting their meaningful participation… (more)

Subjects/Keywords: communication; augmentative and alternative communication (AAC); Peer interaction; Intellectual disability; Autism

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Biggs, E. E. (2017). Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10775

Chicago Manual of Style (16^th Edition):

Biggs, Elizabeth Erin. “Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/10775.

MLA Handbook (7^th Edition):

Biggs, Elizabeth Erin. “Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs.” 2017. Web. 02 Mar 2021.

Vancouver:

Biggs EE. Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/10775.

Council of Science Editors:

Biggs EE. Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/10775

Vanderbilt University

6. Wright, Courtney Anne. Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers.

Degree: PhD, Special Education, 2013, Vanderbilt University

URL: http://hdl.handle.net/1803/12415

► The effects of a multi-component intervention on the directed communication between preschoolers with Down syndrome and their peers were studied. The intervention included (a) one-on-one… (more)

Subjects/Keywords: social communication; peer-mediated intervention; augmentative and alternative communication

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Wright, C. A. (2013). Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12415

Chicago Manual of Style (16^th Edition):

Wright, Courtney Anne. “Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12415.

MLA Handbook (7^th Edition):

Wright, Courtney Anne. “Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers.” 2013. Web. 02 Mar 2021.

Vancouver:

Wright CA. Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12415.

Council of Science Editors:

Wright CA. Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12415

Karlstad University

7. Elg, Louise. Tecken i verbal kommunikation för språkutveckling i förskolan. : En jämförelse mellan två förskolor i ett urval pedagogers uppfattningar om hur metoden TAKK används i barngrupperna.

Degree: Educational Studies, 2017, Karlstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47792

► The purpose of this work is to show howcome ACC (Augmentative and alternative communication) would be used in preschool with all the children and… (more)

Subjects/Keywords: Augmentative and Alternative Communication; Preschool; Verbal communication; Language development; Humanities; Humaniora

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Elg, L. (2017). Tecken i verbal kommunikation för språkutveckling i förskolan. : En jämförelse mellan två förskolor i ett urval pedagogers uppfattningar om hur metoden TAKK används i barngrupperna. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47792

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):

Elg, Louise. “Tecken i verbal kommunikation för språkutveckling i förskolan. : En jämförelse mellan två förskolor i ett urval pedagogers uppfattningar om hur metoden TAKK används i barngrupperna.” 2017. Thesis, Karlstad University. Accessed March 02, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47792.

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

MLA Handbook (7^th Edition):

Elg, Louise. “Tecken i verbal kommunikation för språkutveckling i förskolan. : En jämförelse mellan två förskolor i ett urval pedagogers uppfattningar om hur metoden TAKK används i barngrupperna.” 2017. Web. 02 Mar 2021.

Vancouver:

Elg L. Tecken i verbal kommunikation för språkutveckling i förskolan. : En jämförelse mellan två förskolor i ett urval pedagogers uppfattningar om hur metoden TAKK används i barngrupperna. [Internet] [Thesis]. Karlstad University; 2017. [cited 2021 Mar 02]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47792.

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

Council of Science Editors:

Elg L. Tecken i verbal kommunikation för språkutveckling i förskolan. : En jämförelse mellan två förskolor i ett urval pedagogers uppfattningar om hur metoden TAKK används i barngrupperna. [Thesis]. Karlstad University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47792

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

8. Milton Eduardo Andrade Tapia. The Social mass media and their incidence in the local development in the corner and Province of Zamorra Chinchipe - Ecuador.

Degree: 2006, Universidade Federal do Pará

URL: http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=657

►

Neste trabalho é analisada a diversidade de formas dos sistemas de comunicação em Zamora - no Equador, os relacionamentos da instituição, participação social e mídias… (more)

▼

Neste trabalho é analisada a diversidade de formas dos sistemas de comunicação em Zamora - no Equador, os relacionamentos da instituição, participação social e mídias sociais a partir da produção e emissão radiofônica, televisão, comunicação impressa (escrita) e a presença das novas tecnologias na comunicação, tentando achar espaços dos quais seja possível desenvolver práticas alternativas e democráticas para contribuir com o desenvolvimento social. O trabalho presente examina as práticas de comunicação radiofônica, sendo um dos meios principais e com maior tradição na área. Estuda o rádio, particularmente local, analisando seus modelos e programações, observando em cada um deles suas características, objetivos e estratégias assumidas desde sua visão comercial ou ideológica, seu nível profissional e inovação técnica, prestando atenção e nomeando valor à posição critica dos ouvintes, para interpretar as tendências atuais e futuras que se apresentam para eles.Finalmente, chegou-se à comunicação no contexto, examinando os usos e formas, como também a influencia positiva ou negativa na formação da identidade, harmonia com o ambiente, valores e conhecimento em perspectiva de melhorar a qualidade da vida da população. A investigação apóia-se no conhecimento cientifico, pois aplica a técnica qualitativa: Diversidade de grupos focais, entrevistas, observação e uso de investigação bibliográfica.O trabalho considera a historia, a dinâmica própria e a estima que tem os Zamoranos da percepção de sua identificação no contexto de códigos, idiomas e bens, postura desde a qual eles estabelecem normas que devem ser usadas para o seu uso, enquanto permitem articular pontos de vista, analise e conceitos, examinar a teoria para entender o papel que melhor desempenham as mídias sociais e sua importância na sociedade.

In this work it is analyzed the diversity and the forms of the communication systems in Zamora - Ecuador, relating them from institution, social participation and social media starting from the production and emission of radio, television, printed communication (written) and the presence of the new technologies in the communication, trying to find spaces from which it is possible to develop practices talkative alternative and democratic that contribute to the social development. The present work examines the their practices of the radio communication, to be one of the main means and with more tradition in the area, the radio stations, particularly local, is analyzed in its models and programming, observing in each one of them its characteristics, objectives and strategies assumed from its commercial or ideological vision, its degree of professional and technical innovation, paying attention and assigning value to the critical position of the listeners to interpret the current and future tendencies that they present. Finally we approach the communication from the context, examining their uses and forms, as well as positive influence or negative in the formation of identity, harmony with the environment, values and…

Advisors/Committee Members: Rosa Elizabeth Acevedo Marin, Luciane Miranda, Luis Eduardo Aragón Vaca.

Subjects/Keywords: COMUNICACAO; comunicaciòn means; alternative communication; social participation; Zamora Chinchipe; comunicaciòn means; Zamora Chinchipe; social participation; alternative communication

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Tapia, M. E. A. (2006). The Social mass media and their incidence in the local development in the corner and Province of Zamorra Chinchipe - Ecuador. (Thesis). Universidade Federal do Pará. Retrieved from http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=657

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):

Tapia, Milton Eduardo Andrade. “The Social mass media and their incidence in the local development in the corner and Province of Zamorra Chinchipe - Ecuador.” 2006. Thesis, Universidade Federal do Pará. Accessed March 02, 2021. http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=657.

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

MLA Handbook (7^th Edition):

Tapia, Milton Eduardo Andrade. “The Social mass media and their incidence in the local development in the corner and Province of Zamorra Chinchipe - Ecuador.” 2006. Web. 02 Mar 2021.

Vancouver:

Tapia MEA. The Social mass media and their incidence in the local development in the corner and Province of Zamorra Chinchipe - Ecuador. [Internet] [Thesis]. Universidade Federal do Pará; 2006. [cited 2021 Mar 02]. Available from: http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=657.

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

Council of Science Editors:

Tapia MEA. The Social mass media and their incidence in the local development in the corner and Province of Zamorra Chinchipe - Ecuador. [Thesis]. Universidade Federal do Pará; 2006. Available from: http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=657

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

University of Pretoria

9. [No author]. The iconicity of picture communication symbols for children with English additional language and intellectual disabilities .

Degree: 2012, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-07152012-185754/

► Augmentative and alternative communication (AAC) provides many individuals who have little or no functional speech with a means to enter the world of communication. Aided… (more)

Subjects/Keywords: Intellectual disabilities; English additional language; Augmentative and alternative communication; Picture communication symbols; Iconicity; UCTD

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

author], [. (2012). The iconicity of picture communication symbols for children with English additional language and intellectual disabilities . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07152012-185754/

Chicago Manual of Style (16^th Edition):

author], [No. “The iconicity of picture communication symbols for children with English additional language and intellectual disabilities .” 2012. Masters Thesis, University of Pretoria. Accessed March 02, 2021. http://upetd.up.ac.za/thesis/available/etd-07152012-185754/.

MLA Handbook (7^th Edition):

author], [No. “The iconicity of picture communication symbols for children with English additional language and intellectual disabilities .” 2012. Web. 02 Mar 2021.

Vancouver:

author] [. The iconicity of picture communication symbols for children with English additional language and intellectual disabilities . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2021 Mar 02]. Available from: http://upetd.up.ac.za/thesis/available/etd-07152012-185754/.

Council of Science Editors:

author] [. The iconicity of picture communication symbols for children with English additional language and intellectual disabilities . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-07152012-185754/

Penn State University

10. Muttiah, Nimisha A. Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/24950

► A majority of individuals with disabilities live in low and middle-income (LAMI) countries. These countries by definition are low in resources. Communication services for individuals… (more)

Subjects/Keywords: communication partner training; augmentative and alternative communication; developing countries; quasi-experimental designs

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Muttiah, N. A. (2015). Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/24950

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):

Muttiah, Nimisha A. “Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context.” 2015. Thesis, Penn State University. Accessed March 02, 2021. https://submit-etda.libraries.psu.edu/catalog/24950.

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

MLA Handbook (7^th Edition):

Muttiah, Nimisha A. “Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context.” 2015. Web. 02 Mar 2021.

Vancouver:

Muttiah NA. Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Mar 02]. Available from: https://submit-etda.libraries.psu.edu/catalog/24950.

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

Council of Science Editors:

Muttiah NA. Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/24950

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

Penn State University

11. Sennott, Samuel Charles. Empowering children with complex communication needs to use iPad based AAC during shared storybook reading.

Degree: 2013, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/18863

► Drawing on the importance of language input and interaction for language acquisition, a single subject multiple baseline design was conducted to assess the impact of… (more)

Subjects/Keywords: iPad; augmentative and alternative communication; aided language stimulation; AAC modeling; augmented input; communication

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Sennott, S. C. (2013). Empowering children with complex communication needs to use iPad based AAC during shared storybook reading. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18863

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):

Sennott, Samuel Charles. “Empowering children with complex communication needs to use iPad based AAC during shared storybook reading.” 2013. Thesis, Penn State University. Accessed March 02, 2021. https://submit-etda.libraries.psu.edu/catalog/18863.

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

MLA Handbook (7^th Edition):

Sennott, Samuel Charles. “Empowering children with complex communication needs to use iPad based AAC during shared storybook reading.” 2013. Web. 02 Mar 2021.

Vancouver:

Sennott SC. Empowering children with complex communication needs to use iPad based AAC during shared storybook reading. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Mar 02]. Available from: https://submit-etda.libraries.psu.edu/catalog/18863.

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

Council of Science Editors:

Sennott SC. Empowering children with complex communication needs to use iPad based AAC during shared storybook reading. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18863

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

Penn State University

12. Hoorn, Megan Elizabeth. “IF YOU USE YOUR AAC FROM THE BEGINNING OF A RELATIONSHIP, IT WILL BE NORMAL FOR YOU AND YOUR PARTNER, EVEN DURING SEX”: PEOPLE WHO USE AAC AND SEXUALITY.

Degree: 2017, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/13729mqh5595

► Existing research within the field of augmentative and alternative communication documents aspects of sexuality such as preventing abuse, assessing capacity to consent, and providing education… (more)

Subjects/Keywords: sexuality; sex; AAC; augmentative and alternative communication; complex communication needs; speech-language pathology; disability; relationships

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Hoorn, M. E. (2017). “IF YOU USE YOUR AAC FROM THE BEGINNING OF A RELATIONSHIP, IT WILL BE NORMAL FOR YOU AND YOUR PARTNER, EVEN DURING SEX”: PEOPLE WHO USE AAC AND SEXUALITY. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13729mqh5595

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):

Hoorn, Megan Elizabeth. ““IF YOU USE YOUR AAC FROM THE BEGINNING OF A RELATIONSHIP, IT WILL BE NORMAL FOR YOU AND YOUR PARTNER, EVEN DURING SEX”: PEOPLE WHO USE AAC AND SEXUALITY.” 2017. Thesis, Penn State University. Accessed March 02, 2021. https://submit-etda.libraries.psu.edu/catalog/13729mqh5595.

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

MLA Handbook (7^th Edition):

Hoorn, Megan Elizabeth. ““IF YOU USE YOUR AAC FROM THE BEGINNING OF A RELATIONSHIP, IT WILL BE NORMAL FOR YOU AND YOUR PARTNER, EVEN DURING SEX”: PEOPLE WHO USE AAC AND SEXUALITY.” 2017. Web. 02 Mar 2021.

Vancouver:

Hoorn ME. “IF YOU USE YOUR AAC FROM THE BEGINNING OF A RELATIONSHIP, IT WILL BE NORMAL FOR YOU AND YOUR PARTNER, EVEN DURING SEX”: PEOPLE WHO USE AAC AND SEXUALITY. [Internet] [Thesis]. Penn State University; 2017. [cited 2021 Mar 02]. Available from: https://submit-etda.libraries.psu.edu/catalog/13729mqh5595.

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

Council of Science Editors:

Hoorn ME. “IF YOU USE YOUR AAC FROM THE BEGINNING OF A RELATIONSHIP, IT WILL BE NORMAL FOR YOU AND YOUR PARTNER, EVEN DURING SEX”: PEOPLE WHO USE AAC AND SEXUALITY. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/13729mqh5595

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

Penn State University

13. Holyfield, Christine Elizabeth. Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities.

Degree: 2017, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/14312ceh244

► Consistent partner responsivity builds the associations that bring about the start of symbolic communication in language development. Middle-school students with multiple disabilities who have not… (more)

▼ Consistent partner responsivity builds the associations that bring about the start of symbolic communication in language development. Middle-school students with multiple disabilities who have not yet transitioned to the symbolic stage of language development likely encounter varying responses to their presymbolic communicative behavior from the different communication partners with whom they interact throughout the day (e.g., teachers, parents, peers), resulting in a major barrier to their language development. In an initial attempt to address this barrier, the current study evaluated the impact of a peer partner training on those peers’ performance discriminating between specific communicative behaviors and non-communicative behaviors performed by three middle schoolers with multiple disabilities and displayed through video. The study used a pretest-posttest control group design to determine any effects of the training. Comparing gain scores across the experimental and control groups indicated the training was effective (F=78.907, p < .001). Trainings featuring video, practice, and feedback may be an effective way to promote consistency in the ways in which communication partners, such as peers, are interpreting the behaviors of individuals with multiple disabilities who are presymbolic. Interpreting such behaviors consistently is a necessary precursor to responding to the behaviors consistently. Responding to behaviors consistently, in turn, may support the development of conventional, symbolic language. Future research should build upon this initial step by evaluating trainings focused on teaching both identification of and responsivity to the communicative behaviors of school-aged and older individuals with multiple disabilities within the evaluative context of face-to-face interactions between partners and those individuals. Advisors/Committee Members: Kathryn D R Drager, Dissertation Advisor/Co-Advisor, Kathryn D R Drager, Committee Chair/Co-Chair, Janice Catherine Light, Committee Member, Carol Anne Miller, Committee Member, David Brent Mcnaughton, Outside Member.

Subjects/Keywords: augmentative and alternative communication; multiple disabilities; communication partner intervention; developmental disability; mobile technology

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Holyfield, C. E. (2017). Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14312ceh244

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):

Holyfield, Christine Elizabeth. “Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities.” 2017. Thesis, Penn State University. Accessed March 02, 2021. https://submit-etda.libraries.psu.edu/catalog/14312ceh244.

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

MLA Handbook (7^th Edition):

Holyfield, Christine Elizabeth. “Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities.” 2017. Web. 02 Mar 2021.

Vancouver:

Holyfield CE. Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities. [Internet] [Thesis]. Penn State University; 2017. [cited 2021 Mar 02]. Available from: https://submit-etda.libraries.psu.edu/catalog/14312ceh244.

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

Council of Science Editors:

Holyfield CE. Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/14312ceh244

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

University of Toronto

14. Kron, Amie. Construct Validity of the Family Impact of Assistive Technology Scale for Augmentative and Alternative Communication: A Parent-Report Measure for Children with Complex Communication Needs.

Degree: 2017, University of Toronto

URL: http://hdl.handle.net/1807/91166

►

Background: Valid and reliable parent-report outcome measures that detect the functional performance of children who use augmentative and alternative communication (AAC) systems are unavailable. The… (more)

Subjects/Keywords: augmentative and alternative communication; complex communication needs; disabled children; outcome assessment; rehabilitation; validity; 0566

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Kron, A. (2017). Construct Validity of the Family Impact of Assistive Technology Scale for Augmentative and Alternative Communication: A Parent-Report Measure for Children with Complex Communication Needs. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91166

Chicago Manual of Style (16^th Edition):

Kron, Amie. “Construct Validity of the Family Impact of Assistive Technology Scale for Augmentative and Alternative Communication: A Parent-Report Measure for Children with Complex Communication Needs.” 2017. Masters Thesis, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/91166.

MLA Handbook (7^th Edition):

Kron, Amie. “Construct Validity of the Family Impact of Assistive Technology Scale for Augmentative and Alternative Communication: A Parent-Report Measure for Children with Complex Communication Needs.” 2017. Web. 02 Mar 2021.

Vancouver:

Kron A. Construct Validity of the Family Impact of Assistive Technology Scale for Augmentative and Alternative Communication: A Parent-Report Measure for Children with Complex Communication Needs. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/91166.

Council of Science Editors:

Kron A. Construct Validity of the Family Impact of Assistive Technology Scale for Augmentative and Alternative Communication: A Parent-Report Measure for Children with Complex Communication Needs. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/91166

Syracuse University

15. Woodfield, Casey Lee. Blazing trails, being us: A narrative inquiry with five high school students with autism who type to communicate.

Degree: PhD, Teaching and Leadership, 2016, Syracuse University

URL: https://surface.syr.edu/etd/461

► This dissertation chronicles the experiences of five high school students with autism who type to communicate as they navigate the terrain of high school,… (more)

Subjects/Keywords: Augmentative and Alternative Communication (AAC); Autism; Communication; Disability Studies in Education; Inclusion; Narrative Inquiry; Education

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Woodfield, C. L. (2016). Blazing trails, being us: A narrative inquiry with five high school students with autism who type to communicate. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/461

Chicago Manual of Style (16^th Edition):

Woodfield, Casey Lee. “Blazing trails, being us: A narrative inquiry with five high school students with autism who type to communicate.” 2016. Doctoral Dissertation, Syracuse University. Accessed March 02, 2021. https://surface.syr.edu/etd/461.

MLA Handbook (7^th Edition):

Woodfield, Casey Lee. “Blazing trails, being us: A narrative inquiry with five high school students with autism who type to communicate.” 2016. Web. 02 Mar 2021.

Vancouver:

Woodfield CL. Blazing trails, being us: A narrative inquiry with five high school students with autism who type to communicate. [Internet] [Doctoral dissertation]. Syracuse University; 2016. [cited 2021 Mar 02]. Available from: https://surface.syr.edu/etd/461.

Council of Science Editors:

Woodfield CL. Blazing trails, being us: A narrative inquiry with five high school students with autism who type to communicate. [Doctoral Dissertation]. Syracuse University; 2016. Available from: https://surface.syr.edu/etd/461

Linnaeus University

16. Ahlberg, Sara. Musikalisk kommunikation : - ett alternativt kommunikationsmedel för elever med funktionsnedsättning.

Degree: Music and Art, 2018, Linnaeus University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-69583

► Kommunikation är en nödvändig förutsättning för att människor ska kunna samverka med andra i samhället. Skolans undervisning ska utifrån detta utgå ifrån elevens behov… (more)

Subjects/Keywords: disability; communication; alternative means of communication; music; funktionsnedsättning; kommunikation; alternativa kommunikationssätt; musik; Music; Musik

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Ahlberg, S. (2018). Musikalisk kommunikation : - ett alternativt kommunikationsmedel för elever med funktionsnedsättning. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-69583

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):

Ahlberg, Sara. “Musikalisk kommunikation : - ett alternativt kommunikationsmedel för elever med funktionsnedsättning.” 2018. Thesis, Linnaeus University. Accessed March 02, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-69583.

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

MLA Handbook (7^th Edition):

Ahlberg, Sara. “Musikalisk kommunikation : - ett alternativt kommunikationsmedel för elever med funktionsnedsättning.” 2018. Web. 02 Mar 2021.

Vancouver:

Ahlberg S. Musikalisk kommunikation : - ett alternativt kommunikationsmedel för elever med funktionsnedsättning. [Internet] [Thesis]. Linnaeus University; 2018. [cited 2021 Mar 02]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-69583.

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

Council of Science Editors:

Ahlberg S. Musikalisk kommunikation : - ett alternativt kommunikationsmedel för elever med funktionsnedsättning. [Thesis]. Linnaeus University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-69583

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

University of Kansas

17. DeJarnette, Kate. Preservice Education in Augmentative and Alternative Communication: An Update.

Degree: MA, Hearing and Speech, 2018, University of Kansas

URL: http://hdl.handle.net/1808/27909

► This study assessed the characteristics of preservice education in augmentative and alternative communication (AAC) in Council on Academic Accreditation (CAA) graduate programs in speech-language pathology.… (more)

▼ This study assessed the characteristics of preservice education in augmentative and alternative communication (AAC) in Council on Academic Accreditation (CAA) graduate programs in speech-language pathology. A survey entitled “Preservice Education in AAC: An Update” was hosted online via Qualtrics software. Participation was solicited via email using contact information from graduate program websites. A total of 85 program directors, department chairs, clinical directors, and faculty members responded to the survey and provided information describing the characteristics of the graduate programs with which they are affiliated. Data from this survey revealed that there has been a general trend towards an increase in the number of graduate programs that offer coursework in AAC, the number of graduate students who are receiving knowledge and skills in AAC, and the number of students who obtain clinical clock hours in AAC. However, results indicate that some graduate programs in speech-language pathology continue to face barriers in providing comprehensive preservice education in AAC. Specifically, some of these barriers include: limited funding, lack of faculty members with expertise in AAC, access to AAC systems and technologies, and time constraints.. Implications for graduate programs in speech-language pathology include a need to utilize creative problem-solving to overcome barriers in providing preservice education in AAC to its students. Suggestions of possible solutions to overcome these barriers include: a) building relationships with local AAC vendor representatives to create opportunities for long-term AAC system loans, opportunities for community-based student observations, and demonstrations of AAC competencies, b) utilizing technology and virtual meetings to collaborate with other graduate programs in speech-language pathology with a strong foundation in AAC, and c) using telepractice to provide intervention services to individuals with complex communication needs who would not otherwise have access to AAC services. Advisors/Committee Members: Wegner, Jane R (advisor), Meehan, Stephanie L (cmtemember), Brady, Nancy (cmtemember).

Subjects/Keywords: Speech therapy; Communication; AAC; Augmentative and Alternative Communication; Preservice Education; Speech-Language Pathology

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

DeJarnette, K. (2018). Preservice Education in Augmentative and Alternative Communication: An Update. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/27909

Chicago Manual of Style (16^th Edition):

DeJarnette, Kate. “Preservice Education in Augmentative and Alternative Communication: An Update.” 2018. Masters Thesis, University of Kansas. Accessed March 02, 2021. http://hdl.handle.net/1808/27909.

MLA Handbook (7^th Edition):

DeJarnette, Kate. “Preservice Education in Augmentative and Alternative Communication: An Update.” 2018. Web. 02 Mar 2021.

Vancouver:

DeJarnette K. Preservice Education in Augmentative and Alternative Communication: An Update. [Internet] [Masters thesis]. University of Kansas; 2018. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1808/27909.

Council of Science Editors:

DeJarnette K. Preservice Education in Augmentative and Alternative Communication: An Update. [Masters Thesis]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27909

18. Nweke, Chuks Petrus. A Case Study Investigating the Interpretation and Implementation of the Transformative Mediation Technique.

Degree: 2011, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3482572

► For decades, unresolved conflicts have negatively influenced the general public through increased violence, overwhelming the judicial system. A literature review suggested that between 15%… (more)

Subjects/Keywords: Law; Speech Communication; Peace Studies; Alternative Dispute Resolution

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Nweke, C. P. (2011). A Case Study Investigating the Interpretation and Implementation of the Transformative Mediation Technique. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3482572

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):

Nweke, Chuks Petrus. “A Case Study Investigating the Interpretation and Implementation of the Transformative Mediation Technique.” 2011. Thesis, Walden University. Accessed March 02, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3482572.

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

MLA Handbook (7^th Edition):

Nweke, Chuks Petrus. “A Case Study Investigating the Interpretation and Implementation of the Transformative Mediation Technique.” 2011. Web. 02 Mar 2021.

Vancouver:

Nweke CP. A Case Study Investigating the Interpretation and Implementation of the Transformative Mediation Technique. [Internet] [Thesis]. Walden University; 2011. [cited 2021 Mar 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3482572.

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

Council of Science Editors:

Nweke CP. A Case Study Investigating the Interpretation and Implementation of the Transformative Mediation Technique. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3482572

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

19. Torgerson, Kimberly. Implementation Barriers and Facilitators for Alternative and Augmentative Communication Use in Intensive Care Units: Comparing Differences Across Physical Therapists and Occupational Therapists.

Degree: 2015, University of Wisconsin – Eau Claire

URL: http://digital.library.wisc.edu/1793/73675

► Communication partners with AAC training are known to increase the ability of a person with aphasia to understand language and participate in everyday social interactions… (more)

▼ Communication partners with AAC training are known to increase the ability of a person with aphasia to understand language and participate in everyday social interactions (Genereaux et al., 2004; Hickey, Bourgeois, & Olswang, 2004; Kagan, Black, Duchan, Simmons-Mackie, & Square, 2001; Lyon et al., 1997; Rayner & Marshall, 2003; Rose, Worrall, & McKenna, 2003; Simmons-Mackie, Kearns, & Potechin, 2005). Healthcare providers, when trained in AAC strategies, serve as important communication partners in the acute care setting. Given more effective communication, they increase involvement in treatment planning by individuals with communication impairments (Kagan et al., 2001; Legg, Young, & Byer, 2005; Simmons-Mackie et al., 2007). Previous studies have identified barriers and facilitators to AAC support use in acute care settings for nurses (Baker & Melby, 1999; Bergbom-Engberg & Halajamae, 1993; Hemsley et al., 2001, Leathart, 1994; Simmons-Mackie et al., 2007). While knowledge of nursing-specific is valuable, because nurses spend a substantial amount of time with patients, nurses are one of many healthcare professionals that interact with patients during their stay in the acute care unit. There is little research investigating possible communication barriers between patients and other healthcare staff. The aims of this study were to identify potential barriers that facilitators, physical therapists, and occupational therapists encounter when implementing AAC strategies in an acute care setting and to determine if or how the barriers and facilitators differ by disciplines. Five healthcare providers participated in individual semi-structured interviews. This study identified 18 different barriers and 19 different facilitators. Results indicated that physical and occupational therapy disciplines felt most challenged by using AAC strategies to support individuals with severe communication impairments. Healthcare providers identified their own knowledge of and skill using AAC, the availability of AAC resources, and the patient health status and ability as the most substantial barriers to using AAC supports with patients with severe impairments. Likewise, they identified colleague AAC knowledge and skill as an important facilitator to enhancing their own AAC knowledge and skill. Findings from this study support the need for additional opportunities for training and information sharing between healthcare providers. Both of these recommendations will increase healthcare providers' AAC knowledge and skill, which in turn will help the providers feel more competent and confident implementing communication supports.

Subjects/Keywords: AAC training; Healthcare professionals; Aphasia; Augmentative and alternative communication

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Torgerson, K. (2015). Implementation Barriers and Facilitators for Alternative and Augmentative Communication Use in Intensive Care Units: Comparing Differences Across Physical Therapists and Occupational Therapists. (Thesis). University of Wisconsin – Eau Claire. Retrieved from http://digital.library.wisc.edu/1793/73675

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):

Torgerson, Kimberly. “Implementation Barriers and Facilitators for Alternative and Augmentative Communication Use in Intensive Care Units: Comparing Differences Across Physical Therapists and Occupational Therapists.” 2015. Thesis, University of Wisconsin – Eau Claire. Accessed March 02, 2021. http://digital.library.wisc.edu/1793/73675.

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

MLA Handbook (7^th Edition):

Torgerson, Kimberly. “Implementation Barriers and Facilitators for Alternative and Augmentative Communication Use in Intensive Care Units: Comparing Differences Across Physical Therapists and Occupational Therapists.” 2015. Web. 02 Mar 2021.

Vancouver:

Torgerson K. Implementation Barriers and Facilitators for Alternative and Augmentative Communication Use in Intensive Care Units: Comparing Differences Across Physical Therapists and Occupational Therapists. [Internet] [Thesis]. University of Wisconsin – Eau Claire; 2015. [cited 2021 Mar 02]. Available from: http://digital.library.wisc.edu/1793/73675.

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

Council of Science Editors:

Torgerson K. Implementation Barriers and Facilitators for Alternative and Augmentative Communication Use in Intensive Care Units: Comparing Differences Across Physical Therapists and Occupational Therapists. [Thesis]. University of Wisconsin – Eau Claire; 2015. Available from: http://digital.library.wisc.edu/1793/73675

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

University of Alberta

20. Adams, Kimberley. Access to math activities for children with disabilities by controlling Lego robots via augmentative and alternative communication devices.

Degree: PhD, Faculty of Rehabilitation Medicine, 2011, University of Alberta

URL: https://era.library.ualberta.ca/files/s4655h31b

► Children who have complex communication needs often use Augmentative and Alternative Communication (AAC) devices and strategies to address their communication requirements. If they have concurrent… (more)

▼ Children who have complex communication needs often use Augmentative and Alternative Communication (AAC) devices and strategies to address their communication requirements. If they have concurrent physical impairments, they may have difficulty accessing educational materials, especially when manipulation of items is used to enhance learning. This study consisted of three case studies with children who used their own speech generating device (SGD) to control a Lego robot to do math measurement lessons. System use was examined by measuring participant performance in math measurement lessons, describing the process of using the system, and contrasting system use with other methods of accomplishing math measurement activities. The study informed the underlying theories driving the study: that being able to do hands-on activities in learning is beneficial, that integration of AAC and manipulation in educational activities is important, and that assistive robots can bridge the functional gap between participant abilities and activity requirements. The teacher measured participants’ procedural knowledge based on how they manipulated items using the robot. She measured participants’ conceptual understanding, use of appropriate language, and explanation of reasoning based on their communication. The participants used SGD output, non-verbal communication and the robot to communicate. The study showed that manipulation and communication can be interrelated and that having access to both enhanced the participants’ message. Using the robot as a tool in these math lessons had some limitations, but they were easily compensated for by the teacher. The efficiency of using the robot to accomplish tasks was lower than observing the teacher, but there were benefits in terms of effectiveness and participant satisfaction. Stakeholders felt that using the robot was a more effective way for participants to "show what they know" than observing the teacher and guiding her based on her questions. Using the robot also had some perceived benefits in terms of effectiveness as a learning tool with regards to motivation, engagement, and hands-on experience. In general, participants were more satisfied using the robot than watching the teacher do the math activities. However, improving robot task efficiency would further improve user satisfaction and this challenge will be addressed in future studies.

Subjects/Keywords: augmentative and alternative communication; math; robots; children with disabilities

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Adams, K. (2011). Access to math activities for children with disabilities by controlling Lego robots via augmentative and alternative communication devices. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/s4655h31b

Chicago Manual of Style (16^th Edition):

Adams, Kimberley. “Access to math activities for children with disabilities by controlling Lego robots via augmentative and alternative communication devices.” 2011. Doctoral Dissertation, University of Alberta. Accessed March 02, 2021. https://era.library.ualberta.ca/files/s4655h31b.

MLA Handbook (7^th Edition):

Adams, Kimberley. “Access to math activities for children with disabilities by controlling Lego robots via augmentative and alternative communication devices.” 2011. Web. 02 Mar 2021.

Vancouver:

Adams K. Access to math activities for children with disabilities by controlling Lego robots via augmentative and alternative communication devices. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2021 Mar 02]. Available from: https://era.library.ualberta.ca/files/s4655h31b.

Council of Science Editors:

Adams K. Access to math activities for children with disabilities by controlling Lego robots via augmentative and alternative communication devices. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/s4655h31b

McMaster University

21. Batorowicz, Beata. SOCIAL CONTEXT, PARTICIPATION, AND GOAL-ORIENTED COMMUNICATIVE INTERACTION OF SCHOOL AGED CHILDREN WITH MOTOR IMPAIRMENTS WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION: VOICE AND CHOICE.

Degree: PhD, 2015, McMaster University

URL: http://hdl.handle.net/11375/18044

►

This dissertation explores the social context of children with severe motor and communication impairments who use augmentative and alternative communication (AAC), examining how they participate… (more)

▼

This dissertation explores the social context of children with severe motor and communication impairments who use augmentative and alternative communication (AAC), examining how they participate socially, and how they interact in a goal-oriented play activity. Chapter One provides the context by reviewing literature concerning the children who use AAC: describing their presentation, outlining the role of environmental influences, and reviewing what is known about their social context, participation and communicative interactions. This chapter reviews the issues faced by children who use AAC and outlines the thesis purpose and objectives. Chapter Two presents a qualitative study that explores the children’s social context, participation and social relationships from both children’s and parents’ perspectives. This study provides insight into children’s communicative abilities but highlights their limited social context and opportunities and supports for communicative interaction and social participation. Chapter Three presents a study that explores the communicative interaction within goal-oriented play activity. This study found that, if you give children who use AAC a ‘voice’, they experience communicative success. Group differences were evident, however. Compared to their peers, children using AAC were less specific, made more and different errors and received more help from partners. This study provides evidence of how contextual elements within activity settings could be altered so children could actively participate. Chapter Four presents a conceptual framework for understanding social context. This chapter integrates person-focused and environment-focused perspectives and leads to development of a framework that depicts the transactional influences of children and social environments. Recommendations for future studies are presented. Finally, Chapter Five discusses the implications of this dissertation, placing the insights gained from the empirical studies in the context of the proposed framework. Suggestions for further research and interventions are made that may improve health and developmental outcomes in children with severe motor and communication impairments.

Thesis

Doctor of Philosophy (PhD)

Advisors/Committee Members: Missiuna, Cheryl, Rehabilitation Science.

Subjects/Keywords: Augmentative and Alternative Communication; Children; Social Context; Environmental Infleunces; Communicative Interaction

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Batorowicz, B. (2015). SOCIAL CONTEXT, PARTICIPATION, AND GOAL-ORIENTED COMMUNICATIVE INTERACTION OF SCHOOL AGED CHILDREN WITH MOTOR IMPAIRMENTS WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION: VOICE AND CHOICE. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/18044

Chicago Manual of Style (16^th Edition):

Batorowicz, Beata. “SOCIAL CONTEXT, PARTICIPATION, AND GOAL-ORIENTED COMMUNICATIVE INTERACTION OF SCHOOL AGED CHILDREN WITH MOTOR IMPAIRMENTS WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION: VOICE AND CHOICE.” 2015. Doctoral Dissertation, McMaster University. Accessed March 02, 2021. http://hdl.handle.net/11375/18044.

MLA Handbook (7^th Edition):

Batorowicz, Beata. “SOCIAL CONTEXT, PARTICIPATION, AND GOAL-ORIENTED COMMUNICATIVE INTERACTION OF SCHOOL AGED CHILDREN WITH MOTOR IMPAIRMENTS WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION: VOICE AND CHOICE.” 2015. Web. 02 Mar 2021.

Vancouver:

Batorowicz B. SOCIAL CONTEXT, PARTICIPATION, AND GOAL-ORIENTED COMMUNICATIVE INTERACTION OF SCHOOL AGED CHILDREN WITH MOTOR IMPAIRMENTS WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION: VOICE AND CHOICE. [Internet] [Doctoral dissertation]. McMaster University; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/11375/18044.

Council of Science Editors:

Batorowicz B. SOCIAL CONTEXT, PARTICIPATION, AND GOAL-ORIENTED COMMUNICATIVE INTERACTION OF SCHOOL AGED CHILDREN WITH MOTOR IMPAIRMENTS WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION: VOICE AND CHOICE. [Doctoral Dissertation]. McMaster University; 2015. Available from: http://hdl.handle.net/11375/18044

Penn State University

22. Richardson, Laura. Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention.

Degree: 2018, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/16082lfd116

► Family-centered practice is characterized by relational and participatory practices with foundations in family systems and ecological systems theories (Bronfenbrenner, 1979; Dunst et al., 2002; Mandak… (more)

Subjects/Keywords: augmentative and alternative communication; early intervention; family-centered practice

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Richardson, L. (2018). Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16082lfd116

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):

Richardson, Laura. “Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention.” 2018. Thesis, Penn State University. Accessed March 02, 2021. https://submit-etda.libraries.psu.edu/catalog/16082lfd116.

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

MLA Handbook (7^th Edition):

Richardson, Laura. “Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention.” 2018. Web. 02 Mar 2021.

Vancouver:

Richardson L. Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Mar 02]. Available from: https://submit-etda.libraries.psu.edu/catalog/16082lfd116.

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

Council of Science Editors:

Richardson L. Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/16082lfd116

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

Penn State University

23. Chapin, Shelley. The Effects of AAC Video Visual Scene Display Technology on the Communication of Preschoolers with Autism Spectrum Disorder.

Degree: 2019, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/17210sec5146

► Although most young children develop language and have access to the benefits of communication, many children with autism spectrum disorder (ASD) either experience delayed development,… (more)

Subjects/Keywords: preschoolers; autism spectrum disorder; augmentative and alternative communication; social interaction

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Chapin, S. (2019). The Effects of AAC Video Visual Scene Display Technology on the Communication of Preschoolers with Autism Spectrum Disorder. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17210sec5146

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):

Chapin, Shelley. “The Effects of AAC Video Visual Scene Display Technology on the Communication of Preschoolers with Autism Spectrum Disorder.” 2019. Thesis, Penn State University. Accessed March 02, 2021. https://submit-etda.libraries.psu.edu/catalog/17210sec5146.

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

MLA Handbook (7^th Edition):

Chapin, Shelley. “The Effects of AAC Video Visual Scene Display Technology on the Communication of Preschoolers with Autism Spectrum Disorder.” 2019. Web. 02 Mar 2021.

Vancouver:

Chapin S. The Effects of AAC Video Visual Scene Display Technology on the Communication of Preschoolers with Autism Spectrum Disorder. [Internet] [Thesis]. Penn State University; 2019. [cited 2021 Mar 02]. Available from: https://submit-etda.libraries.psu.edu/catalog/17210sec5146.

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

Council of Science Editors:

Chapin S. The Effects of AAC Video Visual Scene Display Technology on the Communication of Preschoolers with Autism Spectrum Disorder. [Thesis]. Penn State University; 2019. Available from: https://submit-etda.libraries.psu.edu/catalog/17210sec5146

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

Penn State University

24. Karnezos, Julia Lb. THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS.

Degree: 2018, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/15034jlb733

► Children with complex communication needs (CCN) require augmentative and alternative communication (AAC) to participate in home, school, and community environments, but many school teams are… (more)

▼ Children with complex communication needs (CCN) require augmentative and alternative communication (AAC) to participate in home, school, and community environments, but many school teams are unprepared to provide effective AAC assessments. A pretest-posttest control group design was used to evaluate the effect of the AAC Assessment Checklist on school teams’ plans for AAC assessments. Twelve teams read case studies about children with CCN, and planned AAC assessments in pretests using the SETT Framework (Zabala, 2005). Then teams in the experimental group received the AAC Assessment Checklist (Birmingham & Light, 2016). There were no statistically significant differences between the control and experimental groups in the pretest. Teams in the control group showed no difference in the number of assessment components in their plans for AAC assessment in the posttest compared to the pretest. Teams in the experimental group described more assessment components in their plans for AAC assessment in the posttest (M 16, SD 2.53). A mixed analysis of variance (ANOVA) was used to determine main effects and interactions. There was a statistically significant interaction between Group and Time, F (1, 8) 25.6, p .001. Planned paired-samples t-tests were used to determine whether there were statistically significant differences between pre- and posttests in the control and experimental groups. There was no statistically significant difference between pre- and posttest in the control group (t (5) .791, p .465). There was a statistically significant difference between pre- and posttest in the experimental group (t (5) 5.362, p 003). The results generalized to plans for actual assessments for children with CCN and their families. The results are encouraging because the addition of the AAC Assessment Checklist to the SETT Framework may have reduced errors and improved teams’ adherence to best practice for AAC assessments as described in the Participation Model (Beukelman & Mirenda, 1988; Light et al., 1998; Schlosser et al., 2000). Advisors/Committee Members: Janice Catherine Light, Dissertation Advisor/Co-Advisor, Janice Catherine Light, Committee Chair/Co-Chair, Kathryn D R Drager, Committee Member, Carol Anne Miller, Committee Member, David Brent Mcnaughton, Outside Member.

Subjects/Keywords: AAC; augmentative and alternative communication; assessment; school; checklist

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Karnezos, J. L. (2018). THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15034jlb733

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):

Karnezos, Julia Lb. “THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS.” 2018. Thesis, Penn State University. Accessed March 02, 2021. https://submit-etda.libraries.psu.edu/catalog/15034jlb733.

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

MLA Handbook (7^th Edition):

Karnezos, Julia Lb. “THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS.” 2018. Web. 02 Mar 2021.

Vancouver:

Karnezos JL. THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Mar 02]. Available from: https://submit-etda.libraries.psu.edu/catalog/15034jlb733.

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

Council of Science Editors:

Karnezos JL. THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15034jlb733

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

University of Toronto

25. Smith, Colleen Denyse Desaulniers. A Concept-based P300 Communication System.

Degree: 2012, University of Toronto

URL: http://hdl.handle.net/1807/33534

►

Severe motor impairments can severely restrict interaction with one's surroundings. Brain computer interfaces combined with text-based communication systems, such as the P300 Speller, have allowed… (more)

Subjects/Keywords: Alternative and augmentative communication; Brain-computer interface; EEG; P300; 0541

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Smith, C. D. D. (2012). A Concept-based P300 Communication System. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33534

Chicago Manual of Style (16^th Edition):

Smith, Colleen Denyse Desaulniers. “A Concept-based P300 Communication System.” 2012. Masters Thesis, University of Toronto. Accessed March 02, 2021. http://hdl.handle.net/1807/33534.

MLA Handbook (7^th Edition):

Smith, Colleen Denyse Desaulniers. “A Concept-based P300 Communication System.” 2012. Web. 02 Mar 2021.

Vancouver:

Smith CDD. A Concept-based P300 Communication System. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1807/33534.

Council of Science Editors:

Smith CDD. A Concept-based P300 Communication System. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33534

Victoria University of Wellington

26. Achmadi, Donna. Comparing acquisition, preference, maintenance, and social validity of manual sign, picture exchange, and speech-generating devices as AAC options for children with developmental disabilities.

Degree: 2015, Victoria University of Wellington

URL: http://hdl.handle.net/10063/4860

► Background: Communication deficit is a defining characteristic of children with autism spectrum disorder (ASD) and other developmental delays/disabilities (DD). In many cases the degree of… (more)

▼ Background: Communication deficit is a defining characteristic of children with autism spectrum disorder (ASD) and other developmental delays/disabilities (DD). In many cases the degree of communication impairment is severe. For example, approximately 25% of children diagnosed with ASD fail to develop sufficient speech to meet their everyday communication needs. In the absence of speech, these children are often taught to use augmentative and alternative communication (AAC). Three main AAC options have been taught to children with DD. These are (a) manual sign (MS), (b) picture exchange systems (PE), in which the child exchanges a picture card to communicate, and (c) speech-generating device (SGD). Debate persists in the literature as to which of these three options is best suited to address the communication intervention needs of children with DD. With the rapid developments in technology, subsequently, more high-tech devices are being introduced to the field of AAC. Studies have compared these three AAC options, but the literature has not yet compared these three options in terms of long-term maintenance of communication skills and social validity of the AAC systems. Objective: The studies in this thesis focused on (a) comparing acquisition and maintenance of a requesting skill that was taught with each of the three AAC options (MS, PE, and SGD), (b) assessing the participant’s preference of using each of the three AAC options, and (c) assessing stakeholders’ perceptions of each AAC option in terms of perceived (a) intelligibility, (b) ease of acquisition, (c) effectiveness/acceptability, and d) preference. Method: In Study 1, four children with DD were taught to use MS, PE, and SGD to request continuation of toy play (i.e., to request more). This experimental study was implemented using a single-subject alternating-treatment design which was divided into four phases (i.e., baseline, intervention, post-intervention, and follow-up). The effects of intervention on acquisition of the requesting response with each option were evaluated using an alternating-treatments design across participants design. Acquisition and maintenance at 12 to 18 months was compared across the three AAC options in an alternating treatments design. The participants’ preference for using each of the three AAC options was also assessed at regular intervals during the study using a choice-making paradigm. For Study 2, a non-experimental quantitative design was applied. Data were collected using an anonymous five-point Likert-scaled survey that consisted of 11 questions. 104 undergraduate students were shown a video of a person communicating with each AAC option (MS, PE, and SGD in different video clips) then asked to rate each AAC option in terms of perceived (a) intelligibility, (b) ease of acquisition, (c) effectiveness/acceptability, and (d) their preference. Results: Study 1. With intervention, three of the four participants learned to use each of the three AAC options, but one child only learned to use the PE option. Trials to criterion… Advisors/Committee Members: Sigafoos, Jeff, Green, Vanessa, van der Meer, Larah.

Subjects/Keywords: Developmental disabilities; AAC; Augmentative and alternative communication; Validation

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Achmadi, D. (2015). Comparing acquisition, preference, maintenance, and social validity of manual sign, picture exchange, and speech-generating devices as AAC options for children with developmental disabilities. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4860

Chicago Manual of Style (16^th Edition):

Achmadi, Donna. “Comparing acquisition, preference, maintenance, and social validity of manual sign, picture exchange, and speech-generating devices as AAC options for children with developmental disabilities.” 2015. Doctoral Dissertation, Victoria University of Wellington. Accessed March 02, 2021. http://hdl.handle.net/10063/4860.

MLA Handbook (7^th Edition):

Achmadi, Donna. “Comparing acquisition, preference, maintenance, and social validity of manual sign, picture exchange, and speech-generating devices as AAC options for children with developmental disabilities.” 2015. Web. 02 Mar 2021.

Vancouver:

Achmadi D. Comparing acquisition, preference, maintenance, and social validity of manual sign, picture exchange, and speech-generating devices as AAC options for children with developmental disabilities. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10063/4860.

Council of Science Editors:

Achmadi D. Comparing acquisition, preference, maintenance, and social validity of manual sign, picture exchange, and speech-generating devices as AAC options for children with developmental disabilities. [Doctoral Dissertation]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4860

West Virginia University

27. Petitto, Carol C. Equine Assisted Activities and Therapies.

Degree: PhD, Design Studies, 2010, West Virginia University

URL: https://doi.org/10.33915/etd.3203 ; https://researchrepository.wvu.edu/etd/3203

► This dissertation is composed of three essays in which each carefully examines an important aspect of the field of equine assisted activities and therapies (EAAT).… (more)

▼ This dissertation is composed of three essays in which each carefully examines an important aspect of the field of equine assisted activities and therapies (EAAT). In the first essay, I review how equine assisted activities and therapies should be considered as an early intervention to help facilitate communication skills in children with autism. The majority of participants in NARHA programs have autism, and therefore it is critical to appraise the validity of EAAT as a positive intervention. Respondents of NARHA centers to a survey on their use of assessments in tracking the progress of their participants indicated that only 7% of centers utilized assessment forms specifically for autism. Research in the effects of EAAT on children with autism is extremely limited. NARHA centers that are seeing success with EAAT as an intervention for communication disorders should be more vigilant in documenting their results in a meaningful way.;The second essay explores the educational aspects of the field of equine assisted activities and therapies. College and universities are trying to meet the demand of students to provide curricula for training and instructor certification. This demand cannot be met unless the curricula are carefully designed and partnerships are in place with NARHA member centers. Of the NARHA centers responding to a survey, 41% currently had a partnership or affiliation with a college or university. 11% had direct involvement with a college or university EAAT curriculum. The relationships between NARHA centers and colleges and universities should be developed in order to offer quality services by the professionals involved in the EAAT field, and appropriate curricula by the colleges and universities.;The final essay examines developing procedures for therapeutic riding instructors and centers to measure participant progress and outcomes. This is important in terms of proving the success of their programming. The validity of their efforts needs to be shown to medical professionals, families and insurance companies for referral and reimbursement purposes. A survey conducted in 2009 of NARHA Premier Accredited Centers showed a diversity of record keeping and types of assessments. Written assessments were used by 46% of the centers, 35% of the respondents used checklists, and 17.6% used scoring methods. The range of sizes and programming for NARHA centers may inhibit the possibilities for producing an assessment form that is universally useful for therapeutic riding instructors and centers. However, an attempt should be made to develop a format that all centers can use simply and efficiently to allow improvement and efficiency of rider assessments. Advisors/Committee Members: Dennis K. Smith..

Subjects/Keywords: Communication; Curriculum development; Alternative medicine

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Petitto, C. C. (2010). Equine Assisted Activities and Therapies. (Doctoral Dissertation). West Virginia University. Retrieved from https://doi.org/10.33915/etd.3203 ; https://researchrepository.wvu.edu/etd/3203

Chicago Manual of Style (16^th Edition):

Petitto, Carol C. “Equine Assisted Activities and Therapies.” 2010. Doctoral Dissertation, West Virginia University. Accessed March 02, 2021. https://doi.org/10.33915/etd.3203 ; https://researchrepository.wvu.edu/etd/3203.

MLA Handbook (7^th Edition):

Petitto, Carol C. “Equine Assisted Activities and Therapies.” 2010. Web. 02 Mar 2021.

Vancouver:

Petitto CC. Equine Assisted Activities and Therapies. [Internet] [Doctoral dissertation]. West Virginia University; 2010. [cited 2021 Mar 02]. Available from: https://doi.org/10.33915/etd.3203 ; https://researchrepository.wvu.edu/etd/3203.

Council of Science Editors:

Petitto CC. Equine Assisted Activities and Therapies. [Doctoral Dissertation]. West Virginia University; 2010. Available from: https://doi.org/10.33915/etd.3203 ; https://researchrepository.wvu.edu/etd/3203

University of Ottawa

28. Antoine, Marie Dominique. La communication dans la prise en charge intégrée de l'autisme .

Degree: 2015, University of Ottawa

URL: http://hdl.handle.net/10393/33401

► L’autisme est un problème complexe qui confronte autant les patients, leurs parents que les différents intervenants de la santé engagés dans sa prise en charge.… (more)

Subjects/Keywords: Autisme; Communication; Prise en charge; Intégration; Médecine conventionnelle; Médecine alternative

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Antoine, M. D. (2015). La communication dans la prise en charge intégrée de l'autisme . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/33401

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):

Antoine, Marie Dominique. “La communication dans la prise en charge intégrée de l'autisme .” 2015. Thesis, University of Ottawa. Accessed March 02, 2021. http://hdl.handle.net/10393/33401.

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

MLA Handbook (7^th Edition):

Antoine, Marie Dominique. “La communication dans la prise en charge intégrée de l'autisme .” 2015. Web. 02 Mar 2021.

Vancouver:

Antoine MD. La communication dans la prise en charge intégrée de l'autisme . [Internet] [Thesis]. University of Ottawa; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10393/33401.

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

Council of Science Editors:

Antoine MD. La communication dans la prise en charge intégrée de l'autisme . [Thesis]. University of Ottawa; 2015. Available from: http://hdl.handle.net/10393/33401

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

Boston College

29. Mason, Patricia Helen. Language Acquisition Through Motor Planning (LAMP): Impact on Language & Communication Development for Students with Complex Disabilities.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2016, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:107283

► Augmentative and alternative communication (AAC) is central to the lives of many individuals who are not able to effectively use spoken language. AAC systems are… (more)

Subjects/Keywords: AAC; Augmentative & Alternative Communication; Complex Disabilities; LAMP; Language; Teacher Perceptions

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Mason, P. H. (2016). Language Acquisition Through Motor Planning (LAMP): Impact on Language & Communication Development for Students with Complex Disabilities. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107283

Chicago Manual of Style (16^th Edition):

Mason, Patricia Helen. “Language Acquisition Through Motor Planning (LAMP): Impact on Language & Communication Development for Students with Complex Disabilities.” 2016. Doctoral Dissertation, Boston College. Accessed March 02, 2021. http://dlib.bc.edu/islandora/object/bc-ir:107283.

MLA Handbook (7^th Edition):

Mason, Patricia Helen. “Language Acquisition Through Motor Planning (LAMP): Impact on Language & Communication Development for Students with Complex Disabilities.” 2016. Web. 02 Mar 2021.

Vancouver:

Mason PH. Language Acquisition Through Motor Planning (LAMP): Impact on Language & Communication Development for Students with Complex Disabilities. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2021 Mar 02]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107283.

Council of Science Editors:

Mason PH. Language Acquisition Through Motor Planning (LAMP): Impact on Language & Communication Development for Students with Complex Disabilities. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107283

Montana State University

30. Loving, Kristyn Elisabeth. Biodynamics : a case study for the balance between authority and accessibility in science documentary films: Biodynamic.

Degree: MFA, College of Arts & Architecture, 2011, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/1754

► Biodynamics is an alternative agricultural theory first proposed by the early twentieth century philosopher Rudolf Steiner in 1924. In the decades since, biodynamics has spread… (more)

Subjects/Keywords: Science films.; Alternative agriculture.; Communication in science.; Mass media.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Loving, K. E. (2011). Biodynamics : a case study for the balance between authority and accessibility in science documentary films: Biodynamic. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1754

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):

Loving, Kristyn Elisabeth. “Biodynamics : a case study for the balance between authority and accessibility in science documentary films: Biodynamic.” 2011. Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1754.

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

MLA Handbook (7^th Edition):

Loving, Kristyn Elisabeth. “Biodynamics : a case study for the balance between authority and accessibility in science documentary films: Biodynamic.” 2011. Web. 02 Mar 2021.

Vancouver:

Loving KE. Biodynamics : a case study for the balance between authority and accessibility in science documentary films: Biodynamic. [Internet] [Thesis]. Montana State University; 2011. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1754.

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

Council of Science Editors:

Loving KE. Biodynamics : a case study for the balance between authority and accessibility in science documentary films: Biodynamic. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1754

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

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations