Mandak, K., Light, J., & McNaughton, D. (2020). The effects of an online training on preservice speech-language pathologists’ use of family-centered skills. American Journal of Speech-Language Pathology. Advanced Online Publication. https://doi.org/10.1044/2020_AJSLP-19-00057 FREE on PubMed Purpose: Despite the recognition that family-centered services are best practice in augmentative and alternative communication services, many speech-language pathologists (SLPs) are lacking in their acquisition […]
Supporting communication and participation in shared storybook reading using VSDs (Bhana et al., 2020)
Bhana, N., McNaughton, D., Raulston, T., Ousley, C. (2020). Supporting communication and participation in shared storybook reading using visual scene displays. TEACHING Exceptional Children. Advanced Online Publication. https://doi.org/10.1177%2F0040059920918609 FREE on PubMed Providing support to a child with complex communication needs during shared storybook reading activities can be challenging. Storybooks often contain specific vocabulary items (e.g., character names) […]
Effects of an AAC App with T2L features on Single-Word Reading of Individuals with CCN (Caron et al., 2020)
Caron, J., Light, J., & McNaughton, D. (2020). Effects of an AAC App with Transition to Literacy Features on Single-Word Reading of Individuals with Complex Communication Needs. Research and Practice for Persons with Severe Disabilities, Advanced Online Publication. https://doi.org/10.1177%2F1540796920911152 FREE on PubMed Abstract: The purpose of this study was to investigate the effects of Transition to Literacy (T2L) […]
Effects of Video VSDs on Communication during Play (Laubscher et al., 2018)
At the 2018 ASHA Conference, Laubscher et al. presented their findings on the use of video VSDs during interactive play for a child with ASD.
Daily practices of AAC modeling by SLPs who work with individuals with ASD (Clarke & Williams, 2018)
At the 2018 ASHA Conference, Clarke & Williams (2018) presented their findings on the daily practices of SLPs when providing AAC instruction to individuals with ASD.
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