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You searched for subject:(augmentative AND alternative communication). Showing records 1 – 30 of 223 total matches.

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University of California – Berkeley

1. 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 (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 October 31, 2020. 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. 31 Oct 2020.

Vancouver:

Dukhovny E. Phonological Encoding in Aided Augmentative and Alternative Communication. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Oct 31]. 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

2. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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


Vanderbilt University

3. 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 (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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

4. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

5. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

6. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

7. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

8. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

9. 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 October 31, 2020. 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. 31 Oct 2020.

Vancouver:

Richardson L. Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention. [Internet] [Thesis]. Penn State University; 2018. [cited 2020 Oct 31]. 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

10. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

11. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

12. 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 (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 October 31, 2020. http://hdl.handle.net/1807/33534.

MLA Handbook (7th Edition):

Smith, Colleen Denyse Desaulniers. “A Concept-based P300 Communication System.” 2012. Web. 31 Oct 2020.

Vancouver:

Smith CDD. A Concept-based P300 Communication System. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2020 Oct 31]. 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

13. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

14. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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


University of Minnesota

15. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

16. 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 October 31, 2020. 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. 31 Oct 2020.

Vancouver:

Diehl SK. Use of an integrated multimodal communication treatment with individuals with severe traumatic brain injury. [Internet] [Masters thesis]. Duquesne University; 2016. [cited 2020 Oct 31]. 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

17. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

18. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

19. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

20. 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 October 31, 2020. 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. 31 Oct 2020.

Vancouver:

Barton-Hulsey A. Phonological awareness in preschool age children with developmental disabilities. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2020 Oct 31]. 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 Canterbury

21. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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 Sydney

22. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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 Texas – Austin

23. 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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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 Pretoria

24. [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 (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 October 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

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

Degree: 2015, Penn State University

 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

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APA (6th 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 (16th Edition):

Muttiah, Nimisha A. “Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context.” 2015. Thesis, Penn State University. Accessed October 31, 2020. 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 (7th Edition):

Muttiah, Nimisha A. “Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context.” 2015. Web. 31 Oct 2020.

Vancouver:

Muttiah NA. Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context. [Internet] [Thesis]. Penn State University; 2015. [cited 2020 Oct 31]. 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

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

Degree: 2013, Penn State University

 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

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APA (6th 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 (16th 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 October 31, 2020. 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 (7th Edition):

Sennott, Samuel Charles. “Empowering children with complex communication needs to use iPad based AAC during shared storybook reading.” 2013. Web. 31 Oct 2020.

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 2020 Oct 31]. 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

27. 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

 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

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APA (6th 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 (16th 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 October 31, 2020. 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 (7th 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. 31 Oct 2020.

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 2020 Oct 31]. 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

28. 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

 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)

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

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

APA (6th 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 (16th 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 October 31, 2020. 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 (7th 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. 31 Oct 2020.

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 2020 Oct 31]. 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

29. 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

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

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

APA (6th 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 (16th 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 October 31, 2020. http://hdl.handle.net/1807/91166.

MLA Handbook (7th 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. 31 Oct 2020.

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 2020 Oct 31]. 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

30. 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

  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

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

APA (6th 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 (16th 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 October 31, 2020. https://surface.syr.edu/etd/461.

MLA Handbook (7th Edition):

Woodfield, Casey Lee. “Blazing trails, being us: A narrative inquiry with five high school students with autism who type to communicate.” 2016. Web. 31 Oct 2020.

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 2020 Oct 31]. 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

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