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dc.contributor.authorRowe, Kelly
dc.date.accessioned2012-02-01T17:32:29Z
dc.date.available2012-02-01T17:32:29Z
dc.date.issued2012-02-01
dc.date.submittedDecember 2011
dc.identifier.urihttp://hdl.handle.net/1928/17450
dc.description.abstractPurpose: The purpose of this investigation was to evaluate the effects of an intervention program designed to elicit productions of two-term semantic-syntactic relations using correct word order from a preschooler who used augmentative and alternative communication (AAC). Method: This study employed a single case, multiple probe across targets design with one preschooler (5;1) who used AAC. Initially, the participant was provided instruction sequentially in the use of two, two-term semantic-syntactic relations (possessor-entity and action-object); however, as the study progressed it was necessary to add a third, two-term semantic-syntactic relation (attribute-entity). The intervention employed two key components: aided AAC modeling and contrastive targets. Results: The participant demonstrated minimal gains with the first target (possessor-entity) and exhibited numerous negative behaviors. However, the participant demonstrated significant gains with both the second and third targets (action-object and attribute-entity, respectively). Conclusions: The intervention presented in this study may be used to teach children to produce two-term semantic-syntactic relations. Given the minimal success demonstrated with the first target, however, some changes may be required when targeting certain structures. Theoretical and clinical implications as well as future research directions are discussed.en_US
dc.language.isoen_USen_US
dc.subjectaugmentative and alternative communication (AAC), intervention, aided AAC modeling, contrastive targets, semantic-syntactic relations, multi-word combinationsen_US
dc.subject.lcshPeople with disabilities--Means of communication.
dc.subject.lcshCommunication devices for people with disabilities.
dc.titleTeaching semantic-syntactic categories to a child who uses AACen_US
dc.typeThesisen_US
dc.description.degreeSpeech-Language Pathologyen_US
dc.description.levelMastersen_US
dc.description.departmentUniversity of New Mexico. Dept. of Speech and Hearing Sciencesen_US
dc.description.advisorBinger, Cathy
dc.description.committee-memberRodriguez, Barbara
dc.description.committee-memberDale, Phillip


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