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dc.contributor.advisorLund, Emily Aen_US
dc.creatorTrevino, Courtney Taylor
dc.date.accessioned2024-05-09T12:40:32Z
dc.date.available2024-05-09T12:40:32Z
dc.date.issued2024-05-08
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/64304
dc.description.abstractThe purpose of this dissertation is to evaluate the impact of measurement, input, and AAC devices on word knowledge of children who speak using augmentative or alternative communication (AAC). The first study in this dissertation manuscript compares language sample elicitation strategies with children who speak using AAC (CAAC). A generic play-based elicitation strategy yielded the most valid samples when correlated with another valid measure. The second study compares two vocabulary input approaches to determine the approach that yields more words learned for CAAC. Explicit instruction yielded better vocabulary outcomes for all participants. Finally, the third study evaluates CAAC’s taxonomic knowledge in comparison to their age-matched, vocabulary-matched, and IQ-matched peers. Findings suggest that cognition, vocabulary size, and AAC device use influence CAAC’s taxonomic knowledge and that CAAC present with disordered taxonomic knowledge in language-based tasks. All results yield clinically relevant findings that will support CAAC in the early word learning process.en_US
dc.format.mediumFormat: Onlineen_US
dc.language.isoenen_US
dc.subjectSpeech therapyen_US
dc.subjectDisability studiesen_US
dc.subjectWord learningen_US
dc.subjectAugmentative and alternative communicationen_US
dc.titleThe effects of measurement, input, and AAC devices on word knowledge of children who speak using AACen_US
dc.typeTexten_US
etd.degree.levelPh.D. in Health Sciencesen_US
local.collegeHarris College of Nursing and Health Sciencesen_US
local.departmentCommunication Sciences and Disordersen_US
dc.type.genreDissertationen_US


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