At the 2018 ASHA Conference, Starr and colleagues shared their findings on the effects of video VSDs on communication turns.
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.
A systematic review of language comprehension interventions for beginning communicators with ASD (Laubscher & Light, 2018)
At the 2018 ASHA Conference, Laubscher and Light reviewed the research on language comprehension interventions for individuals with ASD who are beginning communicators.
Teaching children with CCN academic vocabulary during shared book reading (Yorke et al., 2018)
Yorke et al. (2018) evaluated the effects of explicit vocabulary instruction during shared reading experiences on the acquisition of receptive academic vocabulary for children with CCN.
Effects of the T2L feature on sight word reading for preschoolers with ASD (Mandak et al., 2018)
Mandak et al. (2018) investigate the effects of a new software feature, dynamic text and speech output, on the acquisition of sight words by three pre-literate preschoolers with ASD.
Supporting individuals who use AAC through SLP & paraeducator collaboration (Eskin & Caron, 2018)
At the 2018 ASHA Conference, Eskin & Caron presented their findings on a survey of paraprofessionals regarding their role in supporting students who use AAC.
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