Document Type
Article
Publication Date
2014
Abstract
School-based speech-language pathologists are obligated to apply evidence-based practice and document progress of their students’ response to intervention in compliance with federal law. The purpose of this preliminary study was to explore the effects of an augmentative and alternative communication (AAC)–based intervention provided in a camp format and begin the exploration of examining strategies to monitor and document progress. Through the use of a survey, data were also collected regarding the demographics of camp attendees and their response to the camp-based intervention model. Results indicated children with autism and intellectual disability comprised a significant portion of the children referred for this type of intervention, and positive gains were documented both in the areas of communicative behaviors and pragmatic use.
Recommended Citation
Dodd, J. L., & Hagge, D. K. (2014). AAC Camp as an Alternative School-Based Service Delivery Model A Retrospective Survey. Communication Disorders Quarterly, 35(3), 123–132. DOI: 10.1177/1525740113512670
Peer Reviewed
1
Copyright
Hammill Institute on Disabilities
Included in
Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Special Education and Teaching Commons, Speech and Rhetorical Studies Commons, Speech Pathology and Audiology Commons
Comments
This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Communication Disorders Quarterly, volume 35, issue 3, in 2014 following peer review. The definitive publisher-authenticated version is available online at DOI: 10.1177/1525740113512670.