dc.contributor.author	Sanders, Sharon
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2022-07-29T16:00:48Z
dc.date.available	2022-07-29T16:00:48Z
dc.date.issued	2022-05
dc.identifier.other	142CA0B7-9051-9991-4C56-D3E88FAD204D	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5585
dc.description.abstract	Students with complex communication needs (CCN) require augmentative alternative communication (AAC) to engage in activities. The American Speech and Hearing Association (ASHA) states that the speech language pathologist (SLP) is the primary professional to conduct AAC assessment and interventions, facilitate team collaboration, and train communication partners. However, SLPs cite challenges to serving AAC users in such areas as knowledge and skill in instructional strategies, vocabulary selection, collaboration skills, and expertise in AAC systems (Allen et al., 2017; De Bortoli et al., 2014; Kent-Walsh et al., 2008). Survey results found SLPs desired practical in-service training that provided specialized knowledge of AAC (DeBortoli et al., 2014). The purpose of this study was to expand the knowledge base by obtaining the level of knowledge, attitude, and usage of AAC among school-based SLPs and provide training in intervention and implementation. Four SLPs participated in the single subject quasi-experimental investigation. Pre/post surveys were used to assess level of knowledge and positivity toward AAC. Frequency of usage of AAC by the SLP were obtained in 15-minute observations. Following three weeks of baseline data collection of usage, a professional development focused on the core vocabulary approach implemented through the descriptive teaching method was provided. Results suggest the intervention was effective at increasing knowledge and usage. No change in attitude occurred. Findings suggest training that includes theory, rationale, strategy description, demonstration, and simulated practice can increase the knowledge and usage of AAC. Keywords: Augmentative and alternative communication, core vocabulary	en_US
dc.description.tableofcontents	Chapter I: Introduction 1 -- Problem Statement 1 -- Statement of Purpose 6 -- Research Questions 6 -- Overview of the Methodology 7 -- Rationale and Significance 7 -- Role of the Lead Researcher 9 -- Organization of the Dissertation 9 -- Chapter II: Review of Related Literature 11 -- Typical Language Learners 12 -- Components of Language 13 -- Aided Language Learners 16 -- Characteristics of Aided Language Use 16 -- Intrinsic Factors 17 -- Extrinsic Factors 18 -- Communication Partner Skills 19 -- History of AAC 20 -- Assessment of Language 26 -- AAC Teams 28 -- AAC Interventions 29 -- Explicit Instruction 30 -- Incidental Teaching 32 -- Instructional Strategies 33 -- Aided Language Modeling 34 -- The Core Vocabulary Approach 36 -- What is the Core Vocabulary Approach? 36 -- Core Vocabulary 36 -- Why Use the Core Vocabulary Approach? 38 -- Robust AAC System 40 -- Barriers to Implementing AAC 43 -- Attitudes 43 -- Knowledge and Skills 44 -- Team Collaboration 45 -- Referential Teaching 46 -- Descriptive Teaching 48 -- Professional Development 52 -- Chapter III: Methodology 58 -- Research Design 58 -- Definition of Variables 61 -- Participants 61 -- Setting 62 -- Procedures 62 -- Baseline 62 -- Intervention and Implementation 63 -- Data Collection 66 -- Data Analysis 68 -- Interrater Reliability 69 -- Procedural Fidelity 69 -- Chapter IV: Results 70 -- Knowledge of AAC 71 -- Attitude Toward AAC 74 -- Usage of AAC 77 -- Participant A 78 -- Baseline Description 79 -- Intervention Description 80 -- Participant B 80 -- Baseline Description 81 -- Intervention Description 82 -- Participant C 82 -- Baseline Description 84 -- Intervention Description 85 -- Participant D 85 -- Baseline Description 86 -- Intervention Description 87 -- Chapter V: Discussion 88 -- Effectiveness of the Core Vocabulary Approach on level of Knowledge 90 -- Knowledge of Assessment 90 -- Knowledge of intervention/strategies 91 -- Aided Language Modeling 91 -- Core Vocabulary Approach 92 -- Robust Systems 92 -- Effectiveness of the Descriptive Teaching Method on Attitude Toward AAC 93 -- Service Delivery 93 -- Treatment 94 -- Effectiveness of the Descriptive Teaching Method on Usage of AAC 95 -- Participant A 95 -- Participant B 96 -- Participant C 97 -- Participant D 98 -- Conclusions 98 -- Limitations of the Study 100 -- Recommendations for Future Research 102 -- References 104 -- Appendix A: Valdosta State University IRB 120 -- Appendix B: Fayette County Board of Education IRB 122 -- Appendix C: Data Collection Sheet 124 -- Appendix D: Professional Development Slides 126 -- Appendix E: Core Word Board 134 -- Appendix F: Science Lesson Plan 136 -- Appendix G: AAC Lesson Plan 138 -- Appendix H: Survey 140 -- Appendix I: Procedural Fidelity 143	en_US
dc.format.extent	1 electronic document and derivatives, 157 pages. 1567353 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Speech disorders	en_US
dc.subject	Speech therapy	en_US
dc.title	Effect of the Descriptive Teaching Method on Speech-Language Pathologists’ Attitude, Level of Knowledge, and Usage of AAC [Permanent Embargo]	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Communication Sciences and Disorders & Special Education of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Carter, Matthew
dc.description.committee	Lamb, Katherine
dc.description.committee	Eckdahl, Hallie
dc.description.degree	D.S.P.L.	en_US
dc.description.major	Speech-Language Pathology	en_US