Concomitant use of the matrix strategy and the mand-model procedure in teaching graphic symbol combinations [0.03%]
矩阵策略和范例程序在教授图形符号组合中的联合使用
Ravi Nigam,Ralf W Schlosser,Lyle L Lloyd
Ravi Nigam
Matrix strategies employing parts of speech arranged in systematic language matrices and milieu language teaching strategies have been successfully used to teach word combining skills to children who have cognitive disabilities and some fun...
The phonological awareness abilities of children with cerebral palsy who do not speak [0.03%]
脑瘫不语儿童的音位意识能力
Ruth Card,Barbara Dodd
Ruth Card
To investigate the importance of the connection between being able to speak and the emergence of phonological awareness abilities, the performance of children with cerebral palsy (five speakers and six non-speakers) was assessed at syllable...
Reducing the risk of sexual abuse for people who use augmentative and alternative communication [0.03%]
减少使用替代和补充交流方式的人遭受性虐待的风险
Barbara Collier,Donna McGhie-Richmond,Fran Odette et al.
Barbara Collier et al.
To date little attention has been focused on the sexual abuse experiences of people who use augmentative and alternative communication (AAC) and on addressing ways to reduce their risk for this type of abuse. This paper describes the result...
Orit E Hetzroni,Corinne Rubin
Orit E Hetzroni
The purpose of this study was to investigate behaviors of girls with Rett syndrome under different conditions and to determine if there were patterns of functional communicative behaviors. Six communication protocols portraying familiar and...
Augmentative and alternative communication use and acceptance by adults with traumatic brain injury [0.03%]
脑外伤成人辅助沟通系统的使用及接受度研究
Susan Fager,Karen Hux,David R Beukelman et al.
Susan Fager et al.
The purpose of this study was to document augmentative and alternative communication (AAC) acceptance and use patterns of 25 adults with traumatic brain injuries (TBI) who used either high- or low-tech AAC devices or strategies at some poin...
What happens to reading between first and third grade? Implications for students who use AAC [0.03%]
一至三年级学生的阅读情况如何？对使用辅助沟通的学生有何影响？
Janet M Sturm,Stephanie A Spadorcia,James W Cunningham et al.
Janet M Sturm et al.
School-age students who use AAC need access to communication, reading, and writing tools that can support them to actively engage in literacy learning. They also require access to core literacy learning opportunities across grade levels tha...
Exploring visual-graphic symbol acquisition by pre-school age children with developmental and language delays [0.03%]
探索视觉图形符号在发育和语言落后学龄前儿童中的习得情况
Andrea Barton,Rose A Sevcik,Mary Ann Romski
Andrea Barton
The process of language acquisition requires an individual to organize the world through a system of symbols and referents. For children with severe intellectual disabilities and language delays, the ability to link a symbol to its referent...
Diane Nelson Bryen,Blyden B Potts,Allison C Carey
Diane Nelson Bryen
In order to examine the social networks of individuals who rely on AAC, 38 adults who used AAC provided information about how they developed and maintained job-related social networks and how communication technologies helped them to do so....
Empowering Parents for AAC: a training and coaching intervention to support parents to implement a core board with fringe vocabulary with their children in New Zealand [0.03%]
新西兰亲子交流平板支持计划：培训和指导家长使用核心词汇及辅助词汇与孩子进行交流
Low-tech core boards with attached fringe vocabulary are increasingly popular as an entry-level AAC system in New Zealand and beyond, but they require skilled support from communication partners to be used successfully. This article describ...