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

Linked to FindBook

Google Book

Amazon

博客來

The Effect of AAC-Modeling Intervention (AAC-MOD) Within Dialogic Reading on Vocabulary Learning in Children with Down Syndrome.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of AAC-Modeling Intervention (AAC-MOD) Within Dialogic Reading on Vocabulary Learning in Children with Down Syndrome./
Author:	McHugh, Emily A.
Description:	1 online resource (41 pages)
Notes:	Source: Masters Abstracts International, Volume: 83-12.
Contained By:	Masters Abstracts International83-12.
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29215990click for full text (PQDT)
ISBN:	9798819378328

The Effect of AAC-Modeling Intervention (AAC-MOD) Within Dialogic Reading on Vocabulary Learning in Children with Down Syndrome.
McHugh, Emily A.

The Effect of AAC-Modeling Intervention (AAC-MOD) Within Dialogic Reading on Vocabulary Learning in Children with Down Syndrome. - 1 online resource (41 pages)

Source: Masters Abstracts International, Volume: 83-12.

Thesis (M.S.)--University of South Florida, 2022.

Includes bibliographical references

The purpose of the current study was to evaluate the effect of aided Alternative and Augmentative Communication-Modeling (AAC-MOD) intervention on the communication skills of preschool-age children with Down syndrome (DS) during dialogic book reading. The study investigated to what extent AAC-MOD is effective in increasing the acquisition of target vocabulary and expressive communication acts by children with DS who use few words functionally. Two children aged 3;10 and 5;4, with repertoires of less than 75 intelligible words were selected. A repeated acquisition experimental design was used to examine the effects of instruction on target vocabulary word learning and symbolic communication. Results indicate a functional relation between intervention and both target vocabulary acquisition and expressive symbolic communication for both participants. AAC-MOD embedded within dialogic reading appears to be a promising strategy to teach target vocabulary words and increase expressive symbolic communication acts in this population. Social validity interviews also indicated that the participants' primary caregivers considered the intervention appropriate and beneficial for their children, specifically increasing their engagement with shared book reading.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798819378328Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

AAC-MODIndex Terms--Genre/Form:

542853
Electronic books.

The Effect of AAC-Modeling Intervention (AAC-MOD) Within Dialogic Reading on Vocabulary Learning in Children with Down Syndrome.
LDR:02692nmm a2200409K 4500 001 2357336
005 20230621091242.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798819378328
035 $a (MiAaPQ)AAI29215990
035 $a AAI29215990
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a McHugh, Emily A. $3 3697869
245 1 4 $a The Effect of AAC-Modeling Intervention (AAC-MOD) Within Dialogic Reading on Vocabulary Learning in Children with Down Syndrome.
264 0 $c 2022
300 $a 1 online resource (41 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 83-12.
500 $a Advisor: Goldstein, Howard; Madsen, Keri.
502 $a Thesis (M.S.)--University of South Florida, 2022.
504 $a Includes bibliographical references
520 $a The purpose of the current study was to evaluate the effect of aided Alternative and Augmentative Communication-Modeling (AAC-MOD) intervention on the communication skills of preschool-age children with Down syndrome (DS) during dialogic book reading. The study investigated to what extent AAC-MOD is effective in increasing the acquisition of target vocabulary and expressive communication acts by children with DS who use few words functionally. Two children aged 3;10 and 5;4, with repertoires of less than 75 intelligible words were selected. A repeated acquisition experimental design was used to examine the effects of instruction on target vocabulary word learning and symbolic communication. Results indicate a functional relation between intervention and both target vocabulary acquisition and expressive symbolic communication for both participants. AAC-MOD embedded within dialogic reading appears to be a promising strategy to teach target vocabulary words and increase expressive symbolic communication acts in this population. Social validity interviews also indicated that the participants' primary caregivers considered the intervention appropriate and beneficial for their children, specifically increasing their engagement with shared book reading.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Speech therapy. $3 520446
650 4 $a Reading instruction. $3 2122756
650 4 $a Pedagogy. $3 2122828
650 4 $a Special education. $3 516693
650 4 $a Educational evaluation. $3 526425
653 $a AAC-MOD
653 $a Dialogic reading
653 $a Down syndrome
653 $a Speech output technology
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0460
690 $a 0456
690 $a 0443
690 $a 0535
690 $a 0529
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of South Florida. $b Communication Sciences and Disorders. $3 1678490
773 0 $t Masters Abstracts International $g 83-12.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29215990 $z click for full text (PQDT)