Archive | Faculty Research

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Grid displays to literacy: Effect of dynamic text on word reading for individuals with ASD — Presentation

Literacy skills are essential to positive outcomes in education, employment, participation and community living. The purpose of this study was to investigate the effects of app features grounded in the state of the science in visual cognitive processing, literacy instruction, and instructional design (Light et al., 2014), as a component in the bridge from picture-based AAC […]

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Title slide from presentation

Engaging adolescent learners with ASD & CCN in literacy instruction: Effects of adapted instruction — Presentation

No single intervention will have as dramatic effect on a student’s future as a solid foundation in literacy. It is critical that literacy expectations change for adolescents with ASD & CCN, and that these individuals are provided with quality adapted literacy instruction to maximize their participation and communication in an increasingly text-based society.

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Screenshot of JIT app

Supporting the language development of children wCCN: Just-in-Time programming of AAC apps — Presentation

Children who use AAC apps often do not have the vocabulary that they require within their daily interactions. At this ASHA 2016 presentation, the results of four research studies designed to investigate just-in-time (JIT) programming of vocabulary during interactions suggested directions to better support the language development of children with CCN.

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Example twins interacting w/AAC

Family leisure as a context for AAC intervention: An interdisciplinary case study — Presentation

Despite the rich communication opportunities available during family leisure, it is an often overlooked context in AAC. Through a case study approach, this ASHA 2016 session explores the application of family systems theory, applied behavioral analysis, and literacy activities to support effective integration of AAC into family leisure.

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