Caron and colleagues demonstrated how T2L features can increase single-word reading in individuals with ASD and CCN. Publication date updated to 10/8/21 when free on PubMed (originally published 4/29/21).
Faculty Research
Penn State faculty in Communication Sciences and Disorders, and in Special Education, are involved in a wide variety of AAC research. Recent publications are listed in chronological order below.
Effects of dynamic text and speech output on the word reading skills of young children with IDD (Boyle et al., 2021)
Boyle, S., McNaughton, D., Light, J., Babb, S., & Chapin, S. E. (2021). The effects of shared e-Book reading with dynamic text and speech output on the single-word reading skills of young children with developmental disabilities. Language, Speech & Hearing Services in Schools (Online), 52(1), 426–435. • FREE on PubMed Background Shared book reading provides a context for single word reading […]
Effect of video VSDS on the communicative turns of preschoolers with ASD (Chapin et al., 2021)
Chapin, S.E., McNaughton, D., Light, J., McCoy, A., Caron, J., Lee, D.L. (2021). The effects of AAC video visual scene display technology on the communicative turns of preschoolers with autism spectrum disorder. Assistive Technology, Advance online publication (Full text available) Over 40% of children with autism spectrum disorders (ASD) experience difficulty in using speech. Many children with […]
Using the The AAC Learning Center for Pre-service Instruction (McNaughton & Klein, 2019)
At the 2019 ATIA Conference, McNaughton & Klein reviewed the AAC Learning Center and how it can be used to teach pre-service professionals.
Effects of shared reading on language and literacy skills of children with ASD (Boyle et al., 2019)
Boyle et al. completed a systematic review to investigate the impact of shared reading on early language and literacy skills for children with ASD.
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