ASHA Student Scientific Paper Awards2007 Recipients
ASHA Student Scientific Paper Awards2007 Recipients
2007 award recipients Jessica Franco, Robert Barker and Katie Angermeier with AAC Institute Director Robin Hurd (second from left)
First Place
Robert Barker
"AAC Language Intervention & Receptive Language Ability"Abstract:
Research indicates that receptive language ability may be an important precursor to future expressive language ability and intervention success. This poster will examine the influence that augmented language interventions may have in moderating the relationship between receptive language prior to intervention and language abilities following intervention.Second Place
Katie Angermeier
"Iconicity & Symbol Learning With the Picture Exchange Communication System"Abstract:
The purpose of this study was to examine whether children learn to request more readily with PECS when the symbols involved are highly iconic versus symbols that are low in iconicity. An adapted alternating treatments design combined with a multiple baseline across subjects was used to evaluate the effectiveness and efficiency of symbol learning under two conditions: high iconicity and low iconicity. Four students with autism between the ages of six and nine years participated. There was little to no difference in the effectiveness and efficiency of requesting between the two conditions during Phases I to III of PECS training.
Third Place
Jessica Franco
"Functional Communication Training Using Voice Output Communication Aids"Abstract:
The purpose of this study was to investigate the effects of a Voice Output Communication Aid (VOCA) on the challenging behavior of a child with severe disabilities. The study utilized both alternating treatment and multiple baseline across settings designs. First, a functional behavior assessment was used to determine the social communicative functions of the inappropriate behaviors. Then, functionally equivalent phrases were programmed into the VOCA. The child was taught to use the VOCA to request access to tangible items and breaks from difficult demands during three different classroom activities, and his challenging behaviors reduced in all settings.
