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Dissertation/Thesis Abstract

The effects of augmented input on receptive and expressive language for native augmentative and alternative communication (AAC) users during shared storybook readings
by Chipinka, Megan, M.S., California State University, Long Beach, 2016, 90; 10196441
Abstract (Summary)

The study was a pre-experimental pre- and post-treatment single case study which focused on evaluating the effects of augmentative and alternative communication (AAC) modeling during shared storybook readings. Aided AAC modeling interventions provide verbal and visual language models to support language comprehension and use for children with complex communication needs (CCN). The study measured four aspects of change before and after the AAC modeling phase including a) the number of communicative turns by the AAC user; b) the complexity and length of the initiations and responses made by the AAC user; c) the accuracy in responses to comprehension questions following the story; d) perceptions of the parent participant in regards to the intervention. The results indicated that when aided AAC modeling was implemented the child participant demonstrated an increase in: the number of communicative turns, accuracy in answering comprehension questions, comprehension of story grammar terminology, and production of story retells.

Indexing (document details)
Advisor: Sun, Lei
Commitee: Hung, Pei-Fang, Vento-Wilson, Margaret
School: California State University, Long Beach
Department: Speech-Language Pathology
School Location: United States -- California
Source: MAI 56/02M(E), Masters Abstracts International
Subjects: Speech therapy, Special education
Keywords: Aided augmentative and alternative communication modeling, Augmentative and alternative communication, Shared storybook reading
Publication Number: 10196441
ISBN: 978-1-369-33947-5
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