Search results for author:"Ann R. Beck"
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Journal of Special Education Technology Vol. 21, No. 1 (2006)
This study examined how children’s attitudes toward a peer who used augmentative and alternative communication (AAC) were influenced by type of AAC device accessed by the child for communication. Specifically, the influence of dynamic screens vs....
Journal of Special Education Technology Vol. 20, No. 4 (2005) pp. 39–49
This study investigated the effectiveness of the CD, Families, Culture and AAC, as a culturally sensitive teaching tool for students enrolled in a speech-language pathology AAC course. Students enrolled in the course were divided into three learning ...
Is Awesome Really Awesome? How the Inclusion of Informal Terms on an AAC Device Influences Children's Attitudes toward Peers Who Use AAC
Research in Developmental Disabilities Vol. 27, No. 1 (2006) pp. 56–69
Two videotapes were created of a child communicating with a voice output augmentative and alternative communication (AAC) device. In one the child communicated using formal English only and in the other the child communicated using formal English...
Integrating Augmentative and Alternative Communication and Peer Support for Students with Disabilities: A Social-Ecological Perspective
Cathy Cavanaugh; Nicola Wayer Jeanne Repetto; Ann R. Beck Karen Dudek; Cathy Cavanaugh; Nicola Wayer Jeanne Repetto; Ann R. Beck Karen Dudek; Cathy Cavanaugh; Nicola Wayer Jeanne Repetto; Ann R. Beck Karen Dudek; Kimberly Wolowiec Fisher; Karrie A. Shogren
Journal of Special Education Technology Vol. 27, No. 2 (2012) pp. 23–39
The purpose of this review was to examine the degree to which augmentative and alternative communication (AAC) intervention research included students with disabilities and their peers as part of the intervention. Given the shift in the field toward ...
Education and Training in Developmental Disabilities Vol. 40, No. 3 (September 2005) pp. 264–278
For individuals who have complex communication needs and for the interventionists who work with them, the collection of empirically derived data that support the use of an intervention approach is critical. The purposes of this study were to...
Journal of Special Education Technology Vol. 26, No. 3 (2011) pp. 35–46
A bivalent counterbalanced within-subjects research design was used to determine the effectiveness of vocabulary instruction across two instructional conditions with 30 3 to 4-year-old at-risk preschool children. Instruction presented vocabulary...
Education and Training in Developmental Disabilities Vol. 43, No. 2 (June 2008) pp. 198–216
This study compares use of the Picture Exchange Communication System (PECS) and a Voice Output Communication Aide (VOCA) with four preschool children who were either non-speaking or limited in their ability to speak and did not use an AAC system to...