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For over two decades, the augmentative and alternative communication (AAC) group at Purdue University has conducted research in a wide variety of areas. Most of the research experiments, observations and results have been published with Professor Lyle L. Lloyd as a co-author. Please see Dr. Lloyd 's Web page (http://www.edst.purdue.edu/lloyd) for proper citation of articles, chapters, books, and monographs.
Current research activities are briefly outlined below. More details can be obtained through the primary e-mail contact listed at the end of each abstract. This page will be updated to reflect current activities. Please check back often.
Da Fonte, M.A., Pufpaff, L.A., Doughty, T.T. Storybook interactions: a comparison of vocabulary.
This study will determine the most frequently used words during storybook reading interactions generated by ten typically developing kindergartners and compare these words to the vocabulary on commercially available communication boards provided for popular storybooks. Since augmentative and alternative communication (AAC) users donot independently generate their own messages and generally relies on the messages provided by others including AAC devices, this study will provide vocabulary relevant to the population in future story book interactions. This much needed data can be extended further for studies of different ages of the population. For further information please contact: mdafonte@purdue.edu
Isaacson, M., & Lloyd, L.L. The development of software for teaching the relationship between symbols and their referents on an augmentative and alternative communication (AAC) device.
Many individuals with little or no functional speech communicate with symbols. Fluent communication with symbols requires effortless accessibility from memory. The purpose of the present ongoing research is to develop software that will facilitate a strong direct association between symbols and their referents. Development of such an association is critical for fluent communication. Hence, the present research has the potential to increase fluency in AAC users. For further information please contact: isaacsom@purdue.edu
Pufpaff, L.A., Cox, B., & Lloyd, L.L. Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs.
Participant observation was used to investigate the development of emergent literacy skills of a seven-year-old student with AAC needs who was integrated into a typical kindergarten. The student had fine motor, severe communication, and mild mental impairment. The kindergarten curriculum was based on the ‘Four Blocks reading program'. Results indicated that access and opportunity barriers limited the student's active participation in literacy instruction due to the lack of (1) collaboration among key school personnel, and (2) provision of appropriate supports and accommodations to the participant. For further information please contact: lpufpaff@purdue.edu
Pufpaff, L.A., Bennett, D., & Lloyd, L.L. Non-speech assessment of phonological sensitivity skills: a preliminary investigation.
This study examined the effects of alternate response modes on assessment of phonological sensitivity skills. Tasks were administered in three response modes to kindergartners. Results revealed no significant differences in scores across standard speech response mode, speech response mode combined with picture arrays, and non-speech response mode whereby students pointed to answers on picture response arrays. The results indicate that non-speech assessment of phonological sensitivity may be a viable option for individuals with AAC needs. For further information please contact: lpufpaff@purdue.edu
Pufpaff, L.A. From single letters to sentences: Seth learned to read and write.
This case study documented the literacy development and AAC history of an 11-year-old with severe speech and physical impairments related to cerebral palsy. Informal assessments conducted in fifth grade revealed severe delays in literacy development. Literacy and AAC instruction was provided during sixth grade. It included systematic instruction on phonological sensitivity skills, decoding skills, and use of invented spelling. AAC intervention addressed use of learned Minspeak icon sequences, social communication, and writing activities. The intervention led to improved communication, literacy, and social skills. For further information please contact: lpufpaff@purdue.edu
Pufpaff, L.A. A developmental continuum of phonological sensitivity skills.
This paper summarizes assessment of phonological sensitivity, which is composed of phonological and phonemic awareness skills. The wide variety of skills that constitute phonological sensitivity are presented and ordered in a developmental continuum. This paper provides reading practitioners with a comprehensible list of phonological sensitivity skills rank ordered from relatively easy to relatively difficult based upon decades of empirical evidence. The resulting list of skills can be used to guide assessment and/or instruction. For further information please contact: lpufpaff@purdue.edu
Pufpaff, L.A., Lloyd, L.L., Bennett, D., Cox, B., & French, B. The affects of a non-speech response mode on phonological sensitivity assessment tasks.
This study will compare typically developing kindergartner's scores on eight phonological sensitivity assessment tasks administered under two conditions: (1) a traditional speech response mode, and (2) a nonspeech response mode consisting of picture symbol arrays. Phonological sensitivity skills predict later reading and spelling achievement and should be assessed in young children. Validation of a nonspeech response mode will provide a means for measuring phonological sensitivity in children with AAC needs. For further information please contact: lpufpaff@purdue.edu
Wendt, O., Schlosser, R.W., & Lloyd, L.L. The effectiveness of augmentative and alternative communication (AAC) for children with autism: a meta-analysis of intervention outcomes.
This study uses meta-analytical procedures to investigate the effectiveness of various AAC interventions for individuals with autism. Meta-analyses rank highly on the hierarchy of evidence continuum and are essential for the implementation of evidence-based practice (EBP). AAC interventions that are effective in general and in yielding specific outcomes (e.g., behavior change, replacement of challenging behavior, participation, etc.) are determined. Directions for future research will be derived based on identified research and methodological gaps in the AAC intervention literature. For further information please contact: olli@purdue.edu
Wendt, O., Brooks, D.R., & Lloyd, L.L. The translucency ratings of 91 Blissymbols by African-American college-age students: a cross-cultural comparison.
Iconicity is an important factor in learning graphic and other visual symbols, and may be considered in terms of transparency and translucency. Brown (1977) hypothesized that iconicity is culture-bound. If true then relative ratings of translucency cannot be generalized from one cultural group to another. This requires ratings of symbol translucency be obtained for various cultural groups. This study compares Blissymbol translucency ratings from African-American adults to white adults. Results suggest a difference in the perception of translucency for 19 out of the 90 Blissymbols that were randomly selected for this study. For further information please contact: olli@purdue.edu
Wendt, O., & Schlosser, R.W. Conducting successful evidence searches for evidence-based practice in developmental disabilities.
With increasing emphasis on evidence-based practice (EBP) as the preferred approach to practice in special education, knowledge and skills in locating best and current research evidence have become increasingly important to service providers. Research evidence for assessment and intervention related to developmental disabilities is scattered across numerous sources in a variety of fields. As such it represents somewhat of a challenge for the practitioner to search and find all relevant evidence. Through this project we will (a) establish assumptions and underpinnings for the search of research evidence in support of EBP, (b) identify informational databases, and (c) suggest practical strategies for successful EBP searches. For further information please contact: olli@purdue.edu
Wendt, O., & Lloyd, L.L. Language development through augmented input: A systematic review of research evidence.
The purpose of this project is two-folded: First, it aims to clarify the differences, similarities, and theoretical underpinnings of several AAC interventions to facilitate language development. These are known as aided language stimulation, augmented input, and the system for augmenting language. Second, the project synthesizes the current research evidence available for augmented input interventions through a systematic review. Qualifying research studies are evaluated in terms of apriori appraisal criteria and results are derived relative to the methodological adequacy of these studies including implications for future research and practice. For further information please contact: olli@purdue.edu
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