Kathryn D R Drager

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Augmentative and alternative communication (AAC) technologies offer the potential to provide children who have complex communication needs with access to the magic and power of communication. This paper is intended to (a) summarize the research related to AAC technologies for young children who have complex communication needs; and (b) define priorities for(More)
PURPOSE The current study was designed to answer the following questions: (a) What knowledge do school-based speech-language pathologists (SLPs) have concerning autism? (b) What educational and clinical training do SLPs receive in autism? (c) Do SLPs have confidence in their ability to provide services to children with autism and their families? METHOD An(More)
PURPOSE The purpose of the present study was to examine the effectiveness of an instructional procedure called aided language modeling (ALM) on symbol comprehension and expression in 2 preschool children with autism who used few words functionally. ALM consists of engaging the child in interactive play activities and providing models of use of augmentative(More)
The use of speech synthesis in electronic communication aids allows individuals who use augmentative and alternative communication (AAC) devices to communicate with a variety of partners. However, communication will only be effective if the speech signal is readily understood by the listener. The intelligibility of synthesized speech is influenced by a(More)
Children with severe motor impairments who cannot use direct selection are typically introduced to scanning as a means of accessing assistive technology. Unfortunately, it is difficult for young children to learn to scan because the design of current scanning techniques does not always make explicit the offer of items from the selection array; furthermore,(More)
Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students(More)
The present study investigated the learning demands of dynamic display augmentative and alternative communication (AAC) technologies that differed in system layout and menu page approaches for 3-year-old children. Ten typically developing children were randomly assigned to each of 3 technology approaches and were asked to located vocabulary items within a(More)
PURPOSE The present study investigated the intelligibility of digitized and synthesized speech output in background noise for children 3-5 years old. The purpose of the study was to determine whether there was a difference in the intelligibility (ability to repeat) of 3 types of speech output (digitized, DECTalk synthesized, and MacinTalk synthesized) in(More)
A constant-effort task was used previously as a potential assessment technique for fatigue. Participants sustained submaximal target effort levels with the tongue and hand against soft air-filled bulbs. For 80% of all trials, pressure decreased exponentially to a positive asymptote. In addition, pressure decreased faster when the muscles were fatigued than(More)
If children with significant communication disabilities are to attain the power of language, literacy, and communication early in their development, they must have access to appropriate augmentative and alternative communication (AAC) systems. AAC technologies for young children should (a) be highly appealing, capturing, and sustaining of their interest;(More)