New NWACS Board member Carrie has a proposal for the ‘AAC World’: “let’s be consistent, let’s be clear, and let’s keep it simple.”
Read moreA Call for Change: Consistency, Clarity, Simplicity
A Call for Change: Consistency, Clarity, Simplicity
AACademics: July 2020
AACademics AAC Research Summary: Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs by Babb, McMaughton, Light, Caron, Wydner, & Jung (2020)
AACademics: NWACS Contributor Julia highlights hot topics in AAC Research in a format that makes for some lighter reading and helps us apply current research to our AAC learners.
Julia summarizes a research article that looked at the effectiveness of using video VSDs to increase independence in completing volunteer activities, as well as using appropriate communication with a variety of communication partners.
Read moreAACademics: May 2020
AACademics AAC Research Summary: The Effect of Symbol Background Color on the Speed of Locating Targets by Adults Without Disabilities: Implications for Augmentative and Alternative Communication Display Design by Thistle, J. (2019)
AACademics: NWACS Contributor Julia highlights hot topics in AAC Research in a format that makes for some lighter reading and helps us apply current research to our AAC learners.
Julia summarizes an article that looked at the effects of arranging word types by background colors as it relates to the modeling on AAC systems by communication partners.
Read moreAACademics: April 2020
AACademics AAC Research Summary: Effects of Parent Instruction on the Symbolic Communication of Children Using Augmentative and Alternative Communication During Storybook Reading by Kent-Walsh, Binger, & Hasham (2010)
AACademics: NWACS Contributor Julia highlights hot topics in AAC Research in a format that makes for some lighter reading and helps us apply current research to our AAC learners.
This month Julia summarizes an article that looked at the effects of teaching communication partners to support early language and communication skills in children who use AAC during storybook reading activities.
Read moreAACademics: February 2020
AACademics AAC Research Summary: The Relationship Between Operational Competency, Buy-In, and Augmentative and Alternative Communication Use in School-Age Children With Autism by Decarlo, Bean, and Cargill (2019)
AACademics: NWACS Contributor Julia highlights hot topics in AAC Research in a format that makes for some lighter reading and helps us apply current research to our AAC learners.
In this summary, Julia summarizes an article that looked at two areas that may impact the use of a communication system: Parent and Teacher Operational Competency with the AAC System and Parent and Teacher AAC Buy-In.
Read moreAACademics: December 2019
AACademics AAC Research Summary: Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities by Holyfield, Brooks, and Schluterman (2019)
AACademics: NWACS Contributor Julia highlights hot topics in AAC Research in a format that makes for some lighter reading and helps us apply current research to our AAC learners.
In this summary, Julia takes a look at research comparing the level of engagement for early communicators between two very different methods of AAC.
Read moreNew Discoveries: AAC Agreements Clearinghouse
New Discoveries: AAC Agreements Clearinghouse
New Discoveries: AAC/AT Resources to Explore
Highlighted Resource: AAC Agreements Clearinghouse
Read moreAACademics: October 2019
AACademics AAC Research Summary: Using AAC Models, Recasts, and Contrastive Targets to Teach Grammatical Morphemes to Children Who Use AAC by Binger, Maguire-Marshall, and Kent-Walsh (2011)
AACademics: Each month, NWACS Contributor Julia highlights hot topics in AAC Research in a format that makes for some lighter reading and helps us apply current research to our AAC learners.
Julia reaches back in time again this month to summarize a study that looks at teaching grammatical morphemes to AAC users using aided AAC models, recasts, and contrastive targets.
Read moreAACademics: August 2019
AACademics AAC Research Summary: Teaching Partner-Focused Questions to Individuals Who Use Augmentative and Alternative Communication to Enhance Their Communicative Competence by Light, Binger, Agate, and Ramsay (1999)
AACademics: Each month, NWACS Contributor Julia highlights hot topics in AAC Research in a format that makes for some lighter reading and helps us apply current research to our AAC learners.
This month Julia summarizes a study that looks at teaching AAC users to ask partner-focused questions and measuring the effect on how other’s view their Communicative Competence.
Read moreAACademics: July 2019
AACademics AAC Research Summary: Teaching Children Who Use Augmentative and Alternative Communication to Ask Inverted Yes/No Questions by Kent-Walsh, Binger, and Buchanan (2015)
AACademics: Each month, NWACS Contributor Julia highlights hot topics in AAC Research in a format that makes for some lighter reading and helps us apply current research to our AAC learners.
This month Julia summarizes an article that looks at the effects of a direct intervention using AAC models and contrastive targets to target asking inverted yes/no questions.
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