Education Commons^™

Parental Directiveness And Responsivity Toward Young Children With Complex Communication Needs, Shari L. Deveney, Cynthia J. Cress, Matthew Lambert

Special Education and Communication Disorders Faculty Publications

Purpose: The aim of the present study was to determine if parent responsiveness to their children with complex communication needs (CCN) during naturalistic play changed over an 18-month period and determine if any such changes were influenced by the child’s overall level of receptive and expressive language development, motor development or differing play contexts. This longitudinal information is important for early intervention speech-language pathologists and parents of children with developmental disabilities for whom the use of parent-directed responsivity interventions may be encouraged.

Method: Over an 18-month period, 37 parents of young children who had physical and/or neurological disabilities …

Aac Intervention As An Immersion Model, Janet L. Dodd, Megan Gorey

Communication Sciences and Disorders Faculty Articles and Research

Augmentative and alternative communication (AAC) based interventions support individuals with complex communication needs (CCN) in becoming effective and efficient communicators. However, there is often a disconnect between language models, communication opportunities, and desired intervention outcomes in the intervention process. This paper outlines a service delivery model that unites these elements of intervention. The social theory of language acquisition provides the foundation of this immersion model (Paul & Norbury, 2012; Pence & Justice, 2013) while adaptations of indirect language stimulation strategies create (Beukelman & Mirenda, 2013; Paul & Norbury, 2012) the support system necessary to develop an independent and functional communicator. …

Aac Camp As An Alternative School-Based Service Delivery Model: A Retrospective Survey, Janet L. Dodd, Darla K. Hagge

Communication Sciences and Disorders Faculty Articles and Research

School-based speech-language pathologists are obligated to apply evidence-based practice and document progress of their students’ response to intervention in compliance with federal law. The purpose of this preliminary study was to explore the effects of an augmentative and alternative communication (AAC)–based intervention provided in a camp format and begin the exploration of examining strategies to monitor and document progress. Through the use of a survey, data were also collected regarding the demographics of camp attendees and their response to the camp-based intervention model. Results indicated children with autism and intellectual disability comprised a significant portion of the children referred for …