Alant, Erna (1984). The development of a procedure for analyzing communication of preschool children. Doctoral dissertation, University of Pretoria, Pretoria, South Africa. (I. C. Uys & H. C. Marais, advisors): 292 pages of text, 398 references, 2 appendices, 77 tables, and 19 figures. Click here to view abstract (PDF file, 8KB).

Antunes, Katherine E. (1978). The effect of the presence of manual signs on a paired-associates learning task. Master's thesis, Purdue University. (L. L. Lloyd, advisor): 104 pages of text, 61 references, 4 appendices, 2 tables, and 3 figures. Click here to view abstract (PDF file, 9KB).

Arvidson, Helen (2000). A comparative study of two modes of response: Direct selection and scanning. Doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 131 pages of text, 116 references, 9 appendices, 8 tables, and 17 figures. Click here to view abstract (PDF file, 9KB).

Blischak, Doreen (1995). Use of line drawings and synthetic speech during assessment and instruction of prereading skills. Doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 125 pages of text, 147 references, 7 appendices, 12 tables, and 11 figures. Click here to view abstract (PDF file, 9KB).

Bloomberg, Karen (1984). The comparative translucency of initial lexical items represented by five graphic symbol systems. Master's Thesis, Purdue University. (L. L. Lloyd & G. R. Karlan, advisors): 59 pages of text, 71 references, 4 appendices, 5 tables, and 7 figures. Click here to view abstract (PDF file, 8KB).

Bornman, Juan (2001). The development of a primary level communication intervention protocol for children with severe disabilities. Unpublished doctoral dissertation, University of Pretoria, Pretoria, South Africa. (E. Alant, advisor): 237 pages of text, 250 references, 21 appendices, 78 tables, and 12 figures. Click here to view abstract (PDF file, 10KB).

Bristow, Diane C. (1980). A comparison of the learnability of basic ideographic symbols and manual signs. Master's thesis, Purdue University. (M. Fristoe, chair): 50 pages of text, 43 references, 8 appendices, 18 tables, and 7 figures. Click here to view abstract (PDF file, 10KB).

Cartwright, Nelson (1999). An investigation of barriers in the workplace to the successful employment of individuals with physical disabilities and little or no functional speech. Doctoral dissertation, Purdue University. (L. L. Lloyd, chair): 128 pages of text, 93 references, 5 appendices, 7 tables, and 0 figures. Click here to view abstract (PDF file, 9KB).

Dada, Shakeila (2000). Teacher's attitudes towards children with little or no functional speech using two AAC devices. Master's thesis, University of Pretoria, Pretoria, South Africa. (E. Alant, advisor): 65 pages of text, 100 references, 8 appendices, 17 tables, and 9 figures. Click here to view abstract (PDF file, 8KB).

Doherty, Jane E. (1985). The effects of translucency and handshape difficulty on sign acquisition by preschool children. Doctoral dissertation, Purdue University. (G. R. Karlan & L. L. Lloyd, advisors): 132 pages of text, 65 references, 5 appendices, 15 tables, and 9 figures. Click here to view abstract (PDF file, 9KB).

Dunham, Judy K. (1985). Transparency of manual signs in linguistic and nonlinguistic contexts. Doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 83 pages of text, 141 references, 5 appendices, 17 tables, and 2 figures. Click here to view abstract (PDF file, 9KB).

Fuller, Donald R. (1987). Effects of translucency and complexity on the associative learning of Blissymbols by cognitively normal children and adults. Doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 135 pages of text, 130 references, 13 appendices, 7 tables, and 11 figures. Click here to view abstract (PDF file, 9KB).

Goossens', Carol A. (1983). The relative iconicity and learnability of verb referents differentially represented by manual signs, Blissymbols, and rebus symbols: An investigation with moderately retarded individuals. Doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 133 pages of text, 106 references, 6 appendices, 17 tables, and 20 figures. Click here to view abstract (PDF file, 9KB).

Hetzroni, Orit (1995). Effects of computer-assisted instruction on the acquisition and generalization of Blissymbols while using elements for teaching compounds. Doctoral dissertation, Purdue University. (L.L. Lloyd, advisor): 223 pages of text, 197 references, 16 appendices, 10 tables, and 15 figures. Click here to view abstract (PDF file, 9KB).

Ho, Kimberly (2001). Examining the effectiveness of two teaching strategies on the learning of graphic symbols for AAC users. Doctoral Dissertation, Purdue University. (L. L. Lloyd, advisor): 96 pages of text, 101 references, 22 appendices, 28 tables, and 21 figures. Click here to view abstract (PDF file, 9KB).

Iacono, Teresa A. (1986). A comparison of physical shaping and imitation techniques in teaching signs to intellectually disabled individuals. Unpublished master's thesis, Lincoln Institute of Health Sciences, Victoria, Australia. (C. Parsons, advisor): 101 pages of text, 139 references, 4 appendices, 10 tables, and 2 figures. Click here to view abstract (PDF file, 9KB).

Kangas, Kathleen A. (1990). Relationship of communication speed and rate to the perceived communicative competence of high school AAC users. Doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 94 pages of text, 100 references, 9 appendices, 11 tables, and 3 figures. Click here to view abstract (PDF file, 9KB).

Kelsch, Joanne E. (1979). Amer-Ind recognition in patients with aphasia. Master's thesis, Purdue University. (L. L. Lloyd, advisor): 88 pages of text, 76 references, 3 appendices, 17 tables, and 2 figures. Click here to view abstract (PDF file, 10KB).

Koul, Rajinder (1994). The effects of graphic symbol iconicity and complexity on the acquisition of Blissymbols by individuals with aphasia and individuals with right hemisphere brain damage, Doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 141 pages of text, 157 references, 6 appendices, 10 tables, and 16 figures. Click here to view abstract (PDF file, 10KB).

Langlois, Jean A. (1982). A comparison of the learning and retention of one-handed and two-handed manual signs. Master's thesis, Purdue University. (M. Fristoe, advisor): 38 pages of text, 38 references, 4 appendices, 10 tables, and 3 figures. Click here to view abstract (PDF file, 9KB).

Lilienfeld, Margaret (2000). The attitudes of children toward unfamiliar peers who use AAC. Unpublished master's thesis, University of Pretoria, Pretoria, South Africa. (E. Alant, advisor): 65 pages of text, 59 references, 11 appendices, 15 tables, and 5 figures. Click here to view abstract (PDF file, 9KB).

Loeding, Barbara L. (1989). The effects of associative stories and symmetry on the production and recognition of manual signs. Doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 145 pages of text, 77 references, 7 appendices, 15 tables, and 1 figure. Click here to view abstract (PDF file, 9KB).

McEwen, Irene (1989). Position as a control parameter of social-communicative interaction between severely multiple disabled students and classroom staff. Doctoral dissertation, Purdue University. (G. R. Karlan, advisor): 172 pages of text, 159 references, 15 appendices, 17 tables, and 0 figures. Click here to view abstract (PDF file, 9KB).

McNaughton, Shirley (1998). Reading acquisition of adults with severe congenital speech and physical impairments: theoretical infrastructure, empirical investigation, educational application. Unpublished doctoral dissertation, University of Toronto, Ontario Institute for Studies in Education, Toronto, Ontario, Canada. (P. Lindsay, advisor): 324 pages of text, 286 references, 10 appendices, 38 tables, and 85 figures. Click here to view abstract (PDF file, 10KB).

Montgomery, Donna J. (1996). The effectiveness of word processor spell checker programs to produce appropriate, online word choices for misspellings of students with learning disabilities. Unpublished doctoral dissertation, Purdue University, West Lafayette. (G. R. Karlan, advisor): 141 pages of text, 68 references, 13 appendices, 21 tables, and 4 figures. Click here to view abstract (PDF file, 8KB).

Moolman, Enid (1994). A comparison of two training approaches in the learning of Blissymbolics by cognitively handicapped children. Unpublished master's thesis, University of Pretoria, Pretoria, South Africa. (E. Alant, advisor): 96 pages of text, 157 references, 8 appendices, 25 tables, and 16 figures. Click here to view abstract (PDF file, 9KB).

Nail-Chiwetalu, Barbara J. (1991). The effects of transluency and complexity on the learnability of Blissymbols by students with mental retardation. Doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 148 pages of text, 106 references, 15 appendices, 7 tables, and 8 figures. Click here to view abstract (PDF file, 9KB).

Nigam, Ravi (1999). Acquisition and generalization of two-term semantic relationships by children who use augmentative and alternative communication. Doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 106 pages of text, 72 references, 14 appendices, 2 tables, and 6 figures. Click here to view abstract (PDF file, 9KB).

Opperman, Sannette B. (2000). The coping responses of the adolescent siblings of children with severe disabilities. Unpublished master's thesis, University of Pretoria, Pretoria, South Africa. (E. Alant, advisor): 72 pages of text, 68 references, 3 appendices, 20 tables, and 2 figures. Click here to view abstract (PDF file, 8KB).

Page, Judith L. (1981). Comparison of translucency ratings of manual signs representing nomination, action, and attribution by pre-school, school age, and adult subjects. Doctoral dissertation, Purdue University. (M. Fristoe, advisor): 104 pages of text, 133 references, 10 appendices, 37 tables, and 4 figures. Click here to view abstract (PDF file, 13KB).

Pennington, Gwendolyn S. (1989). Using structured dyadic movement activities to elicit presymbolic communicative behaviors with severely handicapped children. Unpublished doctoral dissertation, Purdue University, West Lafayette. (L. L. Lloyd, advisor): 169 pages of text, 73 references, 6 appendices, 20 tables, and 26 figures. Click here to view abstract (PDF file, 9KB).

Popich, Elsa (1997). The impact of a digital speaker on a teacher's interaction with a non-speaking child in the classroom situation. Unpublished master's thesis, University of Pretoria, Pretoria, South Africa. (E. Alant, advisor): 96 pages of text, 143 references, 21 appendices, 9 tables, and 33 figures. Click here to view abstract (PDF file, 10KB).

Pufpaff, Lisa (2005). The effects of a nonspeech response mode on phonological sensitivity assessment tasks. Unpublished doctoral dissertation, Purdue University, West Lafayette. (L. L. Lloyd, advisor): 161 pages of text, 182 references, 7 appendices, 23 tables, and 4 figures. Click here to view abstract (PDF file, 9KB).

Raghavendra, Parimala (1990). The effects of enhancements on learning and using Blissymbols by normal three year old children. Doctoral dissertation, Purdue University. (M. Fristoe, advisor): 118 pages of text, 82 references, 13 appendices, 10 tables, and 12 figures. Click here to view abstract (PDF file, 9KB).

Reynolds, Brian W. (1980). Speechreading training related to the Danish Mouth Hand System for adventitiously hearing impaired adults. Doctoral dissertation, Purdue University. (C. A. Bermie, advisor): 104 pages of text, 85 references, 6 appendices, 16 tables, and 1 figure. Click here to view abstract (PDF file, 10KB).

Romski, Mary A. (1981). A comparison of the effects of speech and sign on the oral language learning of Down's syndrome children in early stage I. Unpublished doctoral dissertation, University of Kansas, Lawrence. (K. Ruder, advisor): 65 pages of text, 38 references, 2 appendices, 11 tables, and 2 figures. Click here to view abstract (PDF file, 11KB).

Schlosser, Ralf W. (1994). Effectiveness of teaching strategies for learning and using Blissymbols by students with mental retardation. Doctoral dissertation, Purdue University. (L. L. Lloyd, chair): 103 pages of text, 83 references, 24 appendices, 25 tables, and 15 figures. Click here to view abstract (PDF file, 9KB).

Soto, Gloria (1994). Teachers' Beliefs Toward Students with Severe Communication Impairments and Their Use of AAC Systems, Doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 146 pages of text, 97 references, 7 appendices, 11 tables, and 2 figures. Click here to view abstract (PDF file, 9KB).

Uys, Catharina J. E. (2002). The validation of a play package to facilitate the development of communication related skills. Unpublished doctoral dissertation, University of Pretoria, Pretoria, South Africa. (E. Alant, advisor): 156 pages of text, 215 references, 7 appendices, 43 tables, and 14 figures. Click here to view abstract (PDF file, 9KB).

Van de Merwe, Elmarie (2000). Young adults' associations with Minspeak™ icons. Unpublished master's thesis, University of Pretoria, Pretoria, South Africa. (E. Alant, advisor): 75 pages of text, 119 references, 7 appendices, 30 tables, and 0 figures. Click here to view abstract (PDF file, 8KB).

Wendt, Oliver (2006). The effectiveness of augmentative and alternative communication for individuals with autism spectrum disorders: A systematic review and meta-analysis. Unpublished doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 110 pages of text, 220 references, 8 appendices, 20 tables, and 1 figure. Click here to view abstract (PDF file, 9KB).

Windsor, Jennifer (1986). Key word signing: Listeners' identification of signed and spoken narratives. Unpublished master's thesis, Purdue University. (M. Fristoe, advisor): 40 pages of text, 59 references, 8 appendices, 9 tables, and 0 figures. Click here to view abstract (PDF file, 8KB).

Zangari, Carole (1992). Preferences among types of pictographic symbols by individuals with moderate and severe cognitive impairments. Doctoral dissertation, Purdue University. (L. L. Lloyd, advisor): 128 pages of text, 167 references, 5 appendices, 18 tables, and 2 figures. Click here to view abstract (PDF file, 9KB).

Zimmerman, Gail B. (1980). A comparison of the efficacy of photographs and line drawings as representational stimuli for very young children. Master's thesis, Purdue University. (M. Fristoe, advisor): 55 pages of text, 28 references, 2 appendices, 11 tables, and 2 figures. Click here to view abstract (PDF file, 10KB).

Last update: September 19, 2008