Mandak et al. evaluated the effects of online instruction in a family-centered, relational skills strategy on preservice SLPs use of family-centered skills.
Bhana et al. share how VSDs can be easily implemented during shared storybook readings to support communication and participation.
Caron et al. (2020) investigated the effects of T2L software features within a grid-based AAC app on the single-word reading skills of five individuals with CCN.
Babb et al. (2020) investigated the use of video VSDs to support participation during a volunteer activity for adolescents with CCN.
Özdenizci & Erdoğmuş (2019) address potential confounders caused by heuristic feature ranking and selection based dimensionality reduction methods that are widely used for brain interfaces and extend this focus with a novel information theoretic feature transformation concept.
RERC on AAC to present at the ATIA 2019 Conference in Orlando, FL.
At the 2019 ASHA Conference, Mandak and colleagues explored a new multimodal access technology which integrated eye-gaze and scanning with two adults with cerebral palsy.
Laubscher et al. examined the effects of video VSDs and instruction on communication between a child with ASD and a peer with typical development during play.
At the 2019 ASHA Conference, Barwise and colleagues used eye-tracking technology to investigate how individuals with Down Syndrome interact with AAC displays.
The TAT4AAC is a new resource to help us better understand the cognitive demands of various AAC technologies.