First to coin the phrase “difficult-to-test”
in audiology to replace the term “un-testable” when referring to
individuals with
intellectual impairments (aka mental retardation) in the
early 1960’s (Lloyd 1964; Lloyd & Frisina 1965). The reason
behind this
terminology shift was to take the cause for the inability to obtain reliable
and valid results from the individual to
the audiologist’s inability to use
appropriate procedural accommodations. (i.e., the emphasis is on the
professional’s
inabilities or lack of appropriate procedures).
First study to demonstrate the reliability and validity of audiometric
procedure used with individuals with intellectual impairment.
(Lloyd, 1964;
Lloyd & Melrose 1966a, 1966b).
Also the Lloyd and Spradlin Collaboration on behavioral procedures demonstrated the ability to obtain reliable and valid individuals with intellectual impairments and adaptive behavior at the severe to profound levels (Lloyd 1966; Lloyd, Spradlin, & Reid 1968).
First guidelines or standards for Communication Disorder Services in
facilities for individuals
with intellectual impairment. These
included the use of augmentative and alternative communication (AAC).
Prof. Lloyd (1971) chaired the JCAH committee
that developed the
guidelines.
First US Department of Education Master’s level program for the
preparation of Audiologists (US Department of Education,
BEH to Gallaudet
College, aka Gallaudet University, 1967-1970) NOTE: previously Speech-Language
Pathology and
Audiology programs were funded through this government agency,
but this was the first project funded for Audiology only
by the Department of
Education.
First program instruction or self study (semi-programmed) book on Audiometric
Interpretation (Lloyd & Kaplan, 1978 )
based upon original
material developed by Lloyd in the early 60’s (Lloyd, 1964 and author
copyrighted in 1964)
First Major book in language and communication to have more than chapter
relative to AAC, Language
Perspectives:
Acquisition, Retardation and Intervention
(Schiefelbusch & Lloyd 1974). This
book was clearly on the cutting
edge during the mid 70’s and sold over
20,000 copies, even though it was not designed as a classroom text.
It was
based on a NICHD sponsored conference developed and organized by
Lloyd with R.L. Schiefelbusch serving as a
consultant.
The extensively revised edition was published in 1988.
First book on Communication Assessment and Intervention Strategies (Lloyd, 1976) contains several chapters on AAC.
First course in Augmentative and Alternative Communication (AAC). Developed and team-taught with Macalyne Fristoe. During the 1977-78 academic year. In addition to Purdue’s course, two other AAC courses were initiated that same year; one at the University of Wisconsin in Madison by David Yoder and at Marquette University by Franklin Silverman. A special feature of the Purdue course jointly listed for the department of Audiology & Speech Sciences and the Special Education Program. It was designed for students seeking degrees in either program.
First ASHA short course on AAC (Fristoe, Lloyd, & Wilbur, 1978)
First federally funded doctoral and post-doctoral program for AAC
(1983-1996 US Department of Education, Office of
Special Education Programs to
Purdue University Project Director: L.L. Lloyd).
First Fulbright Senior Research Scholars in AAC (Lloyd, 1984 at the
Thomas Corum Research Centre of the University
of
London).
First Augmentative and Alternative
Communication Subcommittee of the ASHA Annual Program Committee was
established by
Lloyd working with the 1989 program committee chair Raymond
Daniloff (previously AAC was considered under one
of the Language Disorders
Committees).
First full AAC chapter (Lloyd & Kangas, 1994) in a major
introductory text on Human Communication Disorders (Shames,
Wiig, & Secord,
1994). For the 5th and
6th editions the authorships were reversed (Kangas & Lloyd,
1998, 2002).
First (and to date only) person to receive both the ISAAC’s President
Award (1998) and the ISAAC Distinguished Service
Award (1994).
Also the first (and to date only) person to receive ISAAC’s President’s
Award two times (1988 &
1998).
First International Research Videoseminar on AAC, started on September
– November, 1997. This is
an ongoing part of the
Purdue University/University of Pretoria Collaboration
Activities with 3-6 video seminars each year.
Typically seminars
focus on one specific research projects presented by
either Pretoria or Purdue for discussion by participants from both
sites.
On some occasions the seminars focus on broader professional issues or
a special development topic, such as the
January 25, 2000 seminar discussing
issues of the Purdue-Pretoria collaborative efforts on Early Intervention.
The
typical participants are faculty, staff and students of the Purdue
AAC Group and the Pretoria Centre for Augmentative
and Alternative
Communication (CAAC), however, these individuals are occasionally joined by
others depending on the
specific topic.