Boyle et al. completed a systematic review to investigate the impact of shared reading on early language and literacy skills for children with ASD.
Archive | Student project
Student Engineering Partnerships for Spring 2019
The RERC on AAC partnered with a student engineering Learning Factory team at Penn State University in the spring of 2019
Effects of literacy instruction on single-word reading (Mandak et al., 2018)
Mandak et al. completed a systematic review to investigate the effects of instruction on single-word reading for individuals who use AAC.
The employment experiences of adults with ASD who use AAC (Richardson, McCoy, & McNaughton, 2019)
Richardson et al describe the employment experiences of 7 individuals with ASD who use AAC in the workplace.
Providing services in the inpatient rehabilitation setting (Gormley & Light, 2019)
Gormley and Light describe the experiences of 11 SLPs who work with people with complex communication needs within the inpatient rehabilitation setting
Using video VSDs to increase independence (Babb et al., 2019)
At the 2019 ATIA Conference, Babb and colleagues shared how the use of video VSDs during vocational tasks could support adolescents with CCN.
Using Visual Scene Displays to Teach Early Literacy Skills (Bhana et al., 2019)
At the 2019 ATIA Conference, Bhana et al. discussed how video VSD technology can be used to teach early literacy skills.
2019 Student Research & Design Competition: AAC to Support Full Participation
The RERC on AAC announces a $3,000 prize for the 2019 Student Research and Design Competition
Effects of Interventions with Aided AAC Input: A Meta-analysis (O’Neill et al., 2018)
O’Neill et al. report that aided AAC input can enhance expression and comprehension for individuals who use AAC
Peer support interventions for preschoolers with ASD (Chapin et al., 2018)
Chapin et al (2018) provide a systematic review of the impact of peer support interventions on the communication of preschoolers with ASD.