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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.


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.

Peer Reviewed



Hammill Institute on Disabilities



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