東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Social Communication among Intellect...

Frueh, Sarah.

Linked to FindBook

Google Book

Amazon

博客來

Social Communication among Intellectually Disabled, Severe Middle School Students Who Use Augmentative and Alternative Communication and Their Typically Developing Peers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social Communication among Intellectually Disabled, Severe Middle School Students Who Use Augmentative and Alternative Communication and Their Typically Developing Peers./
Author:	Frueh, Sarah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
Description:	51 p.
Notes:	Source: Masters Abstracts International, Volume: 51-06.
Contained By:	Masters Abstracts International51-06(E).
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1538991
ISBN:	9781303134180

Social Communication among Intellectually Disabled, Severe Middle School Students Who Use Augmentative and Alternative Communication and Their Typically Developing Peers.
Frueh, Sarah.

Social Communication among Intellectually Disabled, Severe Middle School Students Who Use Augmentative and Alternative Communication and Their Typically Developing Peers. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 51 p.

Source: Masters Abstracts International, Volume: 51-06.

Thesis (M.S.)--East Carolina University, 2013.

This item is not available from ProQuest Dissertations & Theses.

Augmentative and Alternative Communication (AAC) devices are often used as a mode of communication for people who cannot use spoken language to meet all of their communication needs. Current research is limited regarding social communication among Intellectually Disabled, Severe (IDS) students who communicate with AAC and their typically developing peers. The purpose of this study was to determine whether social communication occurs among middle school students enrolled in an IDS classroom and typically developing peers, and whether a treatment program improved social interaction. Five middle school students participated in this study; two IDS students who use AAC and three typically developing peers. Each peer participated in a training program regarding idiosyncratic gestures and appropriate interaction with AAC users. Each Intellectually Disabled, Severe student received added social vocabulary/messages on their individual AAC devices and training in their use. Results revealed that peer training along with available social vocabulary/messages increased social communication among peers in a middle school IDS classroom.

ISBN: 9781303134180Subjects--Topical Terms:

520446
Speech therapy.

Social Communication among Intellectually Disabled, Severe Middle School Students Who Use Augmentative and Alternative Communication and Their Typically Developing Peers.
LDR:02194nmm a2200301 4500 001 2123757
005 20171009134018.5
008 180830s2013 ||||||||||||||||| ||eng d
020 $a 9781303134180
035 $a (MiAaPQ)AAI1538991
035 $a AAI1538991
040 $a MiAaPQ $c MiAaPQ
100 1 $a Frueh, Sarah. $3 3285698
245 1 0 $a Social Communication among Intellectually Disabled, Severe Middle School Students Who Use Augmentative and Alternative Communication and Their Typically Developing Peers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2013
300 $a 51 p.
500 $a Source: Masters Abstracts International, Volume: 51-06.
500 $a Adviser: Kathleen T. Cox.
502 $a Thesis (M.S.)--East Carolina University, 2013.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a Augmentative and Alternative Communication (AAC) devices are often used as a mode of communication for people who cannot use spoken language to meet all of their communication needs. Current research is limited regarding social communication among Intellectually Disabled, Severe (IDS) students who communicate with AAC and their typically developing peers. The purpose of this study was to determine whether social communication occurs among middle school students enrolled in an IDS classroom and typically developing peers, and whether a treatment program improved social interaction. Five middle school students participated in this study; two IDS students who use AAC and three typically developing peers. Each peer participated in a training program regarding idiosyncratic gestures and appropriate interaction with AAC users. Each Intellectually Disabled, Severe student received added social vocabulary/messages on their individual AAC devices and training in their use. Results revealed that peer training along with available social vocabulary/messages increased social communication among peers in a middle school IDS classroom.
590 $a School code: 0600.
650 4 $a Speech therapy. $3 520446
650 4 $a Special education. $3 516693
690 $a 0460
690 $a 0529
710 2 $a East Carolina University. $b Communication Sciences and Disorders. $3 2095238
773 0 $t Masters Abstracts International $g 51-06(E).
790 $a 0600
791 $a M.S.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1538991