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You searched for subject:(Augmentative AND Alternative Communicaiton). Showing records 1 – 30 of 252 total matches.

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University of Alabama

1. Kassas, Nure Biane. Real-time prosodic aspects of text generated speech.

Degree: 2014, University of Alabama

 The purpose of this study was to investigate the feasibility and effectiveness of a text to speech (TTS) device that allows the user to manipulate… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Speech therapy; Computer science; Augmentative and Alternative Communicaiton; HMM-based speech synthesis; Prosody; Real-time; Signal processing; Text to speech

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

APA (6th Edition):

Kassas, N. B. (2014). Real-time prosodic aspects of text generated speech. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/120394

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

Chicago Manual of Style (16th Edition):

Kassas, Nure Biane. “Real-time prosodic aspects of text generated speech.” 2014. Thesis, University of Alabama. Accessed May 09, 2021. http://purl.lib.ua.edu/120394.

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

MLA Handbook (7th Edition):

Kassas, Nure Biane. “Real-time prosodic aspects of text generated speech.” 2014. Web. 09 May 2021.

Vancouver:

Kassas NB. Real-time prosodic aspects of text generated speech. [Internet] [Thesis]. University of Alabama; 2014. [cited 2021 May 09]. Available from: http://purl.lib.ua.edu/120394.

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

Council of Science Editors:

Kassas NB. Real-time prosodic aspects of text generated speech. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/120394

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

 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

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

APA (6th 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 (16th Edition):

Dukhovny, Elena. “Phonological Encoding in Aided Augmentative and Alternative Communication.” 2011. Thesis, University of California – Berkeley. Accessed May 09, 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 (7th Edition):

Dukhovny, Elena. “Phonological Encoding in Aided Augmentative and Alternative Communication.” 2011. Web. 09 May 2021.

Vancouver:

Dukhovny E. Phonological Encoding in Aided Augmentative and Alternative Communication. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2021 May 09]. 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

 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)

Subjects/Keywords: Augmentative and Alternative Communication ; Intellectual Disability

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APA (6th 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 (16th 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 May 09, 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 (7th 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. 09 May 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 May 09]. 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


Purdue University

4. Moyers, Vanessa Danny. Investigation of Augmentative and Alternative Communication Devices for Students with Disabilities.

Degree: School of Education at PFW, 2020, Purdue University

 Research has shown that using Picture Exchange Communication System (PECS) and Speech Generating Devices (SGD) helps in the increase of verbal communication in those with… (more)

Subjects/Keywords: Uncategorized; Augmentative and alternative communication (AAC)

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APA (6th Edition):

Moyers, V. D. (2020). Investigation of Augmentative and Alternative Communication Devices for Students with Disabilities. (Thesis). Purdue University. Retrieved from http://hdl.handle.net/10.25394/pgs.12221441.v1

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

Chicago Manual of Style (16th Edition):

Moyers, Vanessa Danny. “Investigation of Augmentative and Alternative Communication Devices for Students with Disabilities.” 2020. Thesis, Purdue University. Accessed May 09, 2021. http://hdl.handle.net/10.25394/pgs.12221441.v1.

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

MLA Handbook (7th Edition):

Moyers, Vanessa Danny. “Investigation of Augmentative and Alternative Communication Devices for Students with Disabilities.” 2020. Web. 09 May 2021.

Vancouver:

Moyers VD. Investigation of Augmentative and Alternative Communication Devices for Students with Disabilities. [Internet] [Thesis]. Purdue University; 2020. [cited 2021 May 09]. Available from: http://hdl.handle.net/10.25394/pgs.12221441.v1.

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

Council of Science Editors:

Moyers VD. Investigation of Augmentative and Alternative Communication Devices for Students with Disabilities. [Thesis]. Purdue University; 2020. Available from: http://hdl.handle.net/10.25394/pgs.12221441.v1

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

5. 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

 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)

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

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APA (6th 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 (16th 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 May 09, 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 (7th 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. 09 May 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 May 09]. 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

6. 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

 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)

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

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APA (6th 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 (16th 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 May 09, 2021. https://era.library.ualberta.ca/files/s4655h31b.

MLA Handbook (7th Edition):

Adams, Kimberley. “Access to math activities for children with disabilities by controlling Lego robots via augmentative and alternative communication devices.” 2011. Web. 09 May 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 May 09]. 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


Vanderbilt University

7. 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

 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

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

APA (6th 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 (16th 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 May 09, 2021. http://hdl.handle.net/1803/10775.

MLA Handbook (7th Edition):

Biggs, Elizabeth Erin. “Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs.” 2017. Web. 09 May 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 May 09]. 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

8. 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

 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

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APA (6th 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 (16th 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 May 09, 2021. http://hdl.handle.net/1803/12415.

MLA Handbook (7th 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. 09 May 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 May 09]. 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


McMaster University

9. 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

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)

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

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APA (6th 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 (16th 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 May 09, 2021. http://hdl.handle.net/11375/18044.

MLA Handbook (7th 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. 09 May 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 May 09]. 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

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

Degree: 2018, Penn State University

 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

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APA (6th 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 (16th Edition):

Richardson, Laura. “Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention.” 2018. Thesis, Penn State University. Accessed May 09, 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 (7th Edition):

Richardson, Laura. “Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention.” 2018. Web. 09 May 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 May 09]. 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

11. 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

 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

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APA (6th 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 (16th 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 May 09, 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 (7th Edition):

Chapin, Shelley. “The Effects of AAC Video Visual Scene Display Technology on the Communication of Preschoolers with Autism Spectrum Disorder.” 2019. Web. 09 May 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 May 09]. 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

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

Degree: 2018, Penn State University

 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)

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

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APA (6th 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 (16th 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 May 09, 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 (7th Edition):

Karnezos, Julia Lb. “THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS.” 2018. Web. 09 May 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 May 09]. 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

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

Degree: 2012, University of Toronto

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

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

APA (6th 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 (16th Edition):

Smith, Colleen Denyse Desaulniers. “A Concept-based P300 Communication System.” 2012. Masters Thesis, University of Toronto. Accessed May 09, 2021. http://hdl.handle.net/1807/33534.

MLA Handbook (7th Edition):

Smith, Colleen Denyse Desaulniers. “A Concept-based P300 Communication System.” 2012. Web. 09 May 2021.

Vancouver:

Smith CDD. A Concept-based P300 Communication System. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2021 May 09]. 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

14. 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

 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)

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

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APA (6th 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 (16th 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 May 09, 2021. http://hdl.handle.net/10063/4860.

MLA Handbook (7th 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. 09 May 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 May 09]. 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


Boston College

15. 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

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

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APA (6th 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 (16th 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 May 09, 2021. http://dlib.bc.edu/islandora/object/bc-ir:107283.

MLA Handbook (7th Edition):

Mason, Patricia Helen. “Language Acquisition Through Motor Planning (LAMP): Impact on Language & Communication Development for Students with Complex Disabilities.” 2016. Web. 09 May 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 May 09]. 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


Karlstad University

16. 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

  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

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APA (6th 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 (16th 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 May 09, 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 (7th 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. 09 May 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 May 09]. 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


University of Pretoria

17. Van Dalen, Natalien Michelle. South African parents’ perceptions on their language choices and practices with regard to their children who make use of augmentative and alternative communication (AAC) and are raised in multilingual environments.

Degree: MAAC, Centre for Augmentative and Alternative Communication (CAAC), 2019, University of Pretoria

 Background: Parents of children who have complex communication needs and require augmentative and alternative communication (AAC) are often faced with complex decisions about language choices… (more)

Subjects/Keywords: UCTD; Augmentative and Alternative Communication

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APA (6th Edition):

Van Dalen, N. M. (2019). South African parents’ perceptions on their language choices and practices with regard to their children who make use of augmentative and alternative communication (AAC) and are raised in multilingual environments. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/72115

Chicago Manual of Style (16th Edition):

Van Dalen, Natalien Michelle. “South African parents’ perceptions on their language choices and practices with regard to their children who make use of augmentative and alternative communication (AAC) and are raised in multilingual environments.” 2019. Masters Thesis, University of Pretoria. Accessed May 09, 2021. http://hdl.handle.net/2263/72115.

MLA Handbook (7th Edition):

Van Dalen, Natalien Michelle. “South African parents’ perceptions on their language choices and practices with regard to their children who make use of augmentative and alternative communication (AAC) and are raised in multilingual environments.” 2019. Web. 09 May 2021.

Vancouver:

Van Dalen NM. South African parents’ perceptions on their language choices and practices with regard to their children who make use of augmentative and alternative communication (AAC) and are raised in multilingual environments. [Internet] [Masters thesis]. University of Pretoria; 2019. [cited 2021 May 09]. Available from: http://hdl.handle.net/2263/72115.

Council of Science Editors:

Van Dalen NM. South African parents’ perceptions on their language choices and practices with regard to their children who make use of augmentative and alternative communication (AAC) and are raised in multilingual environments. [Masters Thesis]. University of Pretoria; 2019. Available from: http://hdl.handle.net/2263/72115


University of Pretoria

18. Howes, Alice. Communication skills, resources and needs of adults with intellectual disability in residential facilities in the Western Cape and their support staff : a descriptive study.

Degree: MA, Centre for Augmentative and Alternative Communication (CAAC), 2019, University of Pretoria

 Many adults with intellectual disability are unable to meet their everyday communication needs due to various communication difficulties. Opportunities for meaningful social interactions, self-determination and… (more)

Subjects/Keywords: UCTD; Augmentative and alternative communication

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APA (6th Edition):

Howes, A. (2019). Communication skills, resources and needs of adults with intellectual disability in residential facilities in the Western Cape and their support staff : a descriptive study. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/72852

Chicago Manual of Style (16th Edition):

Howes, Alice. “Communication skills, resources and needs of adults with intellectual disability in residential facilities in the Western Cape and their support staff : a descriptive study.” 2019. Masters Thesis, University of Pretoria. Accessed May 09, 2021. http://hdl.handle.net/2263/72852.

MLA Handbook (7th Edition):

Howes, Alice. “Communication skills, resources and needs of adults with intellectual disability in residential facilities in the Western Cape and their support staff : a descriptive study.” 2019. Web. 09 May 2021.

Vancouver:

Howes A. Communication skills, resources and needs of adults with intellectual disability in residential facilities in the Western Cape and their support staff : a descriptive study. [Internet] [Masters thesis]. University of Pretoria; 2019. [cited 2021 May 09]. Available from: http://hdl.handle.net/2263/72852.

Council of Science Editors:

Howes A. Communication skills, resources and needs of adults with intellectual disability in residential facilities in the Western Cape and their support staff : a descriptive study. [Masters Thesis]. University of Pretoria; 2019. Available from: http://hdl.handle.net/2263/72852


University of Pretoria

19. Wepener, Clara. Mainstream mobile messaging for youth with complex communication needs : a South African case study exploring interactional aspects.

Degree: PhD, Centre for Augmentative and Alternative Communication (CAAC), 2019, University of Pretoria

 Mainstream mobile messaging is a widely researched theme as it is a favoured means of interaction by youth who are the so-called digital natives. To… (more)

Subjects/Keywords: UCTD; Augmentative and Alternative Communication

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APA (6th Edition):

Wepener, C. (2019). Mainstream mobile messaging for youth with complex communication needs : a South African case study exploring interactional aspects. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/73129

Chicago Manual of Style (16th Edition):

Wepener, Clara. “Mainstream mobile messaging for youth with complex communication needs : a South African case study exploring interactional aspects.” 2019. Doctoral Dissertation, University of Pretoria. Accessed May 09, 2021. http://hdl.handle.net/2263/73129.

MLA Handbook (7th Edition):

Wepener, Clara. “Mainstream mobile messaging for youth with complex communication needs : a South African case study exploring interactional aspects.” 2019. Web. 09 May 2021.

Vancouver:

Wepener C. Mainstream mobile messaging for youth with complex communication needs : a South African case study exploring interactional aspects. [Internet] [Doctoral dissertation]. University of Pretoria; 2019. [cited 2021 May 09]. Available from: http://hdl.handle.net/2263/73129.

Council of Science Editors:

Wepener C. Mainstream mobile messaging for youth with complex communication needs : a South African case study exploring interactional aspects. [Doctoral Dissertation]. University of Pretoria; 2019. Available from: http://hdl.handle.net/2263/73129


University of Minnesota

20. Hyppa Martin, Jolene. The Effect of Partner Reauditorization on Undergraduates’ Attitudes Toward a Peer Who Communicates with Augmentative and Alternative Communication.

Degree: PhD, Speech-Language-Hearing Sciences, 2016, University of Minnesota

 Abstract Purpose: This study compared undergraduate college students’ attitudes toward a similar-aged male peer who used a nonelectronic augmentative and alternative communication (AAC) system with… (more)

Subjects/Keywords: AAC systems; Attitudes; Augmentative and alternative communication; Preferences; Reauditorization

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APA (6th Edition):

Hyppa Martin, J. (2016). The Effect of Partner Reauditorization on Undergraduates’ Attitudes Toward a Peer Who Communicates with Augmentative and Alternative Communication. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182285

Chicago Manual of Style (16th Edition):

Hyppa Martin, Jolene. “The Effect of Partner Reauditorization on Undergraduates’ Attitudes Toward a Peer Who Communicates with Augmentative and Alternative Communication.” 2016. Doctoral Dissertation, University of Minnesota. Accessed May 09, 2021. http://hdl.handle.net/11299/182285.

MLA Handbook (7th Edition):

Hyppa Martin, Jolene. “The Effect of Partner Reauditorization on Undergraduates’ Attitudes Toward a Peer Who Communicates with Augmentative and Alternative Communication.” 2016. Web. 09 May 2021.

Vancouver:

Hyppa Martin J. The Effect of Partner Reauditorization on Undergraduates’ Attitudes Toward a Peer Who Communicates with Augmentative and Alternative Communication. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2021 May 09]. Available from: http://hdl.handle.net/11299/182285.

Council of Science Editors:

Hyppa Martin J. The Effect of Partner Reauditorization on Undergraduates’ Attitudes Toward a Peer Who Communicates with Augmentative and Alternative Communication. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182285


Duquesne University

21. Diehl, Sarah K. Use of an integrated multimodal communication treatment with individuals with severe traumatic brain injury.

Degree: MS, Speech-Language Pathology (SLP), 2016, Duquesne University

  People affected by severe traumatic brain injury (TBI) often live with co-occurring speech and language deficits, including apraxia of speech and dysarthria. Using augmentative(more)

Subjects/Keywords: AAC; augmentative and alternative communication; multimodal; TBI; traumatic brain injury; treatment

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APA (6th Edition):

Diehl, S. K. (2016). Use of an integrated multimodal communication treatment with individuals with severe traumatic brain injury. (Masters Thesis). Duquesne University. Retrieved from https://dsc.duq.edu/etd/92

Chicago Manual of Style (16th Edition):

Diehl, Sarah K. “Use of an integrated multimodal communication treatment with individuals with severe traumatic brain injury.” 2016. Masters Thesis, Duquesne University. Accessed May 09, 2021. https://dsc.duq.edu/etd/92.

MLA Handbook (7th Edition):

Diehl, Sarah K. “Use of an integrated multimodal communication treatment with individuals with severe traumatic brain injury.” 2016. Web. 09 May 2021.

Vancouver:

Diehl SK. Use of an integrated multimodal communication treatment with individuals with severe traumatic brain injury. [Internet] [Masters thesis]. Duquesne University; 2016. [cited 2021 May 09]. Available from: https://dsc.duq.edu/etd/92.

Council of Science Editors:

Diehl SK. Use of an integrated multimodal communication treatment with individuals with severe traumatic brain injury. [Masters Thesis]. Duquesne University; 2016. Available from: https://dsc.duq.edu/etd/92


University of South Carolina

22. Alexander, Sally Louise. The Social Validity of Communication Modalities: Assessing Attitudes of Typically Developing Adolescents toward Augmentative and Alternative Communication.

Degree: PhD, Educational Studies, 2011, University of South Carolina

  The purpose of this combined-method study, using both quantitative and qualitative methods, was to examine the positive and negative attitudes of 188 typically developing… (more)

Subjects/Keywords: Education; Special Education and Teaching; Adolescents; Alternative; Attitudes; Augmentative; Communication

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APA (6th Edition):

Alexander, S. L. (2011). The Social Validity of Communication Modalities: Assessing Attitudes of Typically Developing Adolescents toward Augmentative and Alternative Communication. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1940

Chicago Manual of Style (16th Edition):

Alexander, Sally Louise. “The Social Validity of Communication Modalities: Assessing Attitudes of Typically Developing Adolescents toward Augmentative and Alternative Communication.” 2011. Doctoral Dissertation, University of South Carolina. Accessed May 09, 2021. https://scholarcommons.sc.edu/etd/1940.

MLA Handbook (7th Edition):

Alexander, Sally Louise. “The Social Validity of Communication Modalities: Assessing Attitudes of Typically Developing Adolescents toward Augmentative and Alternative Communication.” 2011. Web. 09 May 2021.

Vancouver:

Alexander SL. The Social Validity of Communication Modalities: Assessing Attitudes of Typically Developing Adolescents toward Augmentative and Alternative Communication. [Internet] [Doctoral dissertation]. University of South Carolina; 2011. [cited 2021 May 09]. Available from: https://scholarcommons.sc.edu/etd/1940.

Council of Science Editors:

Alexander SL. The Social Validity of Communication Modalities: Assessing Attitudes of Typically Developing Adolescents toward Augmentative and Alternative Communication. [Doctoral Dissertation]. University of South Carolina; 2011. Available from: https://scholarcommons.sc.edu/etd/1940


California State University – Sacramento

23. Baumgartner, Alex Ahn. Instruction to augmentative alternative communication (AAC) users in the home and community environment.

Degree: MA, Education (Special Education, 2015, California State University – Sacramento

 The main focus of this project was to provide instruction to augmentative alternative communication (AAC) users and their family members during time outside of the… (more)

Subjects/Keywords: Special education; Augmentative alternative communication; Sonoflex; Sono Flex; Go Talk Now

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APA (6th Edition):

Baumgartner, A. A. (2015). Instruction to augmentative alternative communication (AAC) users in the home and community environment. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/159312

Chicago Manual of Style (16th Edition):

Baumgartner, Alex Ahn. “Instruction to augmentative alternative communication (AAC) users in the home and community environment.” 2015. Masters Thesis, California State University – Sacramento. Accessed May 09, 2021. http://hdl.handle.net/10211.3/159312.

MLA Handbook (7th Edition):

Baumgartner, Alex Ahn. “Instruction to augmentative alternative communication (AAC) users in the home and community environment.” 2015. Web. 09 May 2021.

Vancouver:

Baumgartner AA. Instruction to augmentative alternative communication (AAC) users in the home and community environment. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2021 May 09]. Available from: http://hdl.handle.net/10211.3/159312.

Council of Science Editors:

Baumgartner AA. Instruction to augmentative alternative communication (AAC) users in the home and community environment. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/159312


University of Kansas

24. DeBarthe, Gina Marie. Impact of Alternative & Augmentative Communication on the Utterance Length of Children with Limited Oral Language.

Degree: PhD, Intercampus Program in Communicative Disorders, 2017, University of Kansas

 Children with limited oral language due to developmental and language delays have difficulty with communication in their everyday lives. Their trouble with speech and/or language… (more)

Subjects/Keywords: Speech therapy; Educational technology; AAC; Alternative; Augmentative; Communication; Language

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APA (6th Edition):

DeBarthe, G. M. (2017). Impact of Alternative & Augmentative Communication on the Utterance Length of Children with Limited Oral Language. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27017

Chicago Manual of Style (16th Edition):

DeBarthe, Gina Marie. “Impact of Alternative & Augmentative Communication on the Utterance Length of Children with Limited Oral Language.” 2017. Doctoral Dissertation, University of Kansas. Accessed May 09, 2021. http://hdl.handle.net/1808/27017.

MLA Handbook (7th Edition):

DeBarthe, Gina Marie. “Impact of Alternative & Augmentative Communication on the Utterance Length of Children with Limited Oral Language.” 2017. Web. 09 May 2021.

Vancouver:

DeBarthe GM. Impact of Alternative & Augmentative Communication on the Utterance Length of Children with Limited Oral Language. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2021 May 09]. Available from: http://hdl.handle.net/1808/27017.

Council of Science Editors:

DeBarthe GM. Impact of Alternative & Augmentative Communication on the Utterance Length of Children with Limited Oral Language. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/27017


Georgia State University

25. Barton-Hulsey, Andrea. Phonological awareness in preschool age children with developmental disabilities.

Degree: PhD, Psychology, 2016, Georgia State University

  Reading skills are critically important for a child’s development and continued growth in school. The home and school literacy experiences of children who have… (more)

Subjects/Keywords: Developmental disability; preschool; reading; phonological awareness; augmentative and alternative communication

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APA (6th Edition):

Barton-Hulsey, A. (2016). Phonological awareness in preschool age children with developmental disabilities. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/160

Chicago Manual of Style (16th Edition):

Barton-Hulsey, Andrea. “Phonological awareness in preschool age children with developmental disabilities.” 2016. Doctoral Dissertation, Georgia State University. Accessed May 09, 2021. https://scholarworks.gsu.edu/psych_diss/160.

MLA Handbook (7th Edition):

Barton-Hulsey, Andrea. “Phonological awareness in preschool age children with developmental disabilities.” 2016. Web. 09 May 2021.

Vancouver:

Barton-Hulsey A. Phonological awareness in preschool age children with developmental disabilities. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2021 May 09]. Available from: https://scholarworks.gsu.edu/psych_diss/160.

Council of Science Editors:

Barton-Hulsey A. Phonological awareness in preschool age children with developmental disabilities. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/psych_diss/160


University of Texas – Austin

26. Gevarter, Cindy B. A comparison of schematic and taxonomic iPad® AAC systems for teaching multistep navigational AAC requests to children with ASD.

Degree: PhD, Special Education, 2015, University of Texas – Austin

 The variety of augmentative and alternative communication (AAC) applications available on devices such as the Apple iPad®, necessitates research comparing different application components. AAC applications… (more)

Subjects/Keywords: Autism; Speech generating devices; Augmentative alternative communication; Visual scene displays

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APA (6th Edition):

Gevarter, C. B. (2015). A comparison of schematic and taxonomic iPad® AAC systems for teaching multistep navigational AAC requests to children with ASD. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31584

Chicago Manual of Style (16th Edition):

Gevarter, Cindy B. “A comparison of schematic and taxonomic iPad® AAC systems for teaching multistep navigational AAC requests to children with ASD.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed May 09, 2021. http://hdl.handle.net/2152/31584.

MLA Handbook (7th Edition):

Gevarter, Cindy B. “A comparison of schematic and taxonomic iPad® AAC systems for teaching multistep navigational AAC requests to children with ASD.” 2015. Web. 09 May 2021.

Vancouver:

Gevarter CB. A comparison of schematic and taxonomic iPad® AAC systems for teaching multistep navigational AAC requests to children with ASD. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2021 May 09]. Available from: http://hdl.handle.net/2152/31584.

Council of Science Editors:

Gevarter CB. A comparison of schematic and taxonomic iPad® AAC systems for teaching multistep navigational AAC requests to children with ASD. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31584


University of Sydney

27. Anderson, Kate Louise McCann. Supporting the families of children with a new speech generating device (SGD): a mixed-methods investigation .

Degree: 2015, University of Sydney

 Implementing a new speech generating device (SGD) can be a confronting and resource-intensive process for families. Around the world shortfalls in service capacity compromise both… (more)

Subjects/Keywords: parent training; augmentative and alternative communication; speech generating device; telepractice; teleAAC

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APA (6th Edition):

Anderson, K. L. M. (2015). Supporting the families of children with a new speech generating device (SGD): a mixed-methods investigation . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/13871

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

Chicago Manual of Style (16th Edition):

Anderson, Kate Louise McCann. “Supporting the families of children with a new speech generating device (SGD): a mixed-methods investigation .” 2015. Thesis, University of Sydney. Accessed May 09, 2021. http://hdl.handle.net/2123/13871.

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

MLA Handbook (7th Edition):

Anderson, Kate Louise McCann. “Supporting the families of children with a new speech generating device (SGD): a mixed-methods investigation .” 2015. Web. 09 May 2021.

Vancouver:

Anderson KLM. Supporting the families of children with a new speech generating device (SGD): a mixed-methods investigation . [Internet] [Thesis]. University of Sydney; 2015. [cited 2021 May 09]. Available from: http://hdl.handle.net/2123/13871.

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

Council of Science Editors:

Anderson KLM. Supporting the families of children with a new speech generating device (SGD): a mixed-methods investigation . [Thesis]. University of Sydney; 2015. Available from: http://hdl.handle.net/2123/13871

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


University of Canterbury

28. Leigh, Angela. The Experiences of Intimacy for Adults with Acquired Communication Disorders Using Augmentative and Alternative Communication (AAC).

Degree: Master of Speech and Language Therapy, Speech and Language Therapy, 2010, University of Canterbury

 Background: Intimacy has been described as a primary psychological need. In order to function ‚normally‛, we require repeated, positive interactions with those with whom we… (more)

Subjects/Keywords: augmentative; alternative; communication; intimacy

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APA (6th Edition):

Leigh, A. (2010). The Experiences of Intimacy for Adults with Acquired Communication Disorders Using Augmentative and Alternative Communication (AAC). (Masters Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/7046

Chicago Manual of Style (16th Edition):

Leigh, Angela. “The Experiences of Intimacy for Adults with Acquired Communication Disorders Using Augmentative and Alternative Communication (AAC).” 2010. Masters Thesis, University of Canterbury. Accessed May 09, 2021. http://dx.doi.org/10.26021/7046.

MLA Handbook (7th Edition):

Leigh, Angela. “The Experiences of Intimacy for Adults with Acquired Communication Disorders Using Augmentative and Alternative Communication (AAC).” 2010. Web. 09 May 2021.

Vancouver:

Leigh A. The Experiences of Intimacy for Adults with Acquired Communication Disorders Using Augmentative and Alternative Communication (AAC). [Internet] [Masters thesis]. University of Canterbury; 2010. [cited 2021 May 09]. Available from: http://dx.doi.org/10.26021/7046.

Council of Science Editors:

Leigh A. The Experiences of Intimacy for Adults with Acquired Communication Disorders Using Augmentative and Alternative Communication (AAC). [Masters Thesis]. University of Canterbury; 2010. Available from: http://dx.doi.org/10.26021/7046


University of Pretoria

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

Degree: 2012, University of Pretoria

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

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

APA (6th 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 (16th 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 May 09, 2021. http://upetd.up.ac.za/thesis/available/etd-07152012-185754/.

MLA Handbook (7th Edition):

author], [No. “The iconicity of picture communication symbols for children with English additional language and intellectual disabilities .” 2012. Web. 09 May 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 May 09]. 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/


UCLA

30. Engelke, Christopher Robert. Technically Speaking: On the Structure and Experience of Interaction Involving Augmentative Alternative Communications.

Degree: Anthropology, 2013, UCLA

 Technically Speaking: On the Structure and Experience of Interaction Involving Augmentative Alternative Communications examines the ways that communication is structured and experienced by looking at… (more)

Subjects/Keywords: Cultural anthropology; Philosophy; Language; Augmentative Alternative Communications; Disability; Interaction; Intersubjectivity; Phenomenology; Temporality

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

APA (6th Edition):

Engelke, C. R. (2013). Technically Speaking: On the Structure and Experience of Interaction Involving Augmentative Alternative Communications. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7vh6c65h

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

Chicago Manual of Style (16th Edition):

Engelke, Christopher Robert. “Technically Speaking: On the Structure and Experience of Interaction Involving Augmentative Alternative Communications.” 2013. Thesis, UCLA. Accessed May 09, 2021. http://www.escholarship.org/uc/item/7vh6c65h.

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

MLA Handbook (7th Edition):

Engelke, Christopher Robert. “Technically Speaking: On the Structure and Experience of Interaction Involving Augmentative Alternative Communications.” 2013. Web. 09 May 2021.

Vancouver:

Engelke CR. Technically Speaking: On the Structure and Experience of Interaction Involving Augmentative Alternative Communications. [Internet] [Thesis]. UCLA; 2013. [cited 2021 May 09]. Available from: http://www.escholarship.org/uc/item/7vh6c65h.

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

Council of Science Editors:

Engelke CR. Technically Speaking: On the Structure and Experience of Interaction Involving Augmentative Alternative Communications. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/7vh6c65h

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

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