Holyfield et al. (2018) investigate the impact of an AAC training on typically-developing peers’ interpretations of presymbolic communication from students with multiple disabilities.
Archive | Publication
Training education professionals to use the PECS: A review of the literature (McCoy & McNaughton, 2018)
McCoy and McNaughton (2018) review the available research on teaching education professionals to use PECS.
Using video VSDs during vocational activities for an adolescent with ASD (Babb et al., 2018)
Babb et al. (2018) investigate the impact of video VSD technology on participation of an adolescent with ASD during vocational activities.
Supporting displaced talk through video VSD technology (Caron et al., 2018)
Caron et al. (2018) explored the use of video VSD technology to support an individual with ASD when asked, “What have you been doing?”
Family-centered services: Practices and beliefs of SLPs (Mandak & Light, 2018)
Mandak & Light report on the practices and beliefs of SLPs regarding family-centered services for children with complex communication needs
T2L and sight word reading for individuals with ASD (Caron et al., 2018)
Caron et al (2018) describe the impact of a Transition to Literacy ( T2L) intervention with individuals with ASD
Communication supports for people with motor speech disorders
Hanson and Fager describe communication supports that can enhance participation, as described in the World Health Organization’s International Classification of Functioning, Disability and Health
Patient provider communication across medical settings
Nordness and Beukelman highlight strategies to support consistent, effective patient–provider communication in various medical settings
Patient-provider communication for people with severe dysarthria
Beukelman and Nordness discuss policy and system change for patient provider communications in medical situations.
Videos with integrated AAC visual scene displays
O’Neill and colleagues evaluated the effects of videos with integrated visual scene displays (VSDs) on task completion in community settings by an adolescent with ASD