Journal of Communication Disorders and Assistive Technology – Vol 1 Issue 2
ISSN: 2576-3997
All the manuscripts published by ‘Journal of Communication Disorders and Assistive Technology’ undergo rapid, quality, and quick review processing by eminent editorial and review teams maintaining high standards and ethics of publishing. The scholarly content published online will be freely available to every reader anywhere in the world to read, download, copy, reuse and distribute, provided that the original work is properly cited.
Article (s)
Volume 1, Issue 2; J Commun Disorder Assist Technol, 2017, 1:2
Research- Deviations of Voice Characteristics in Female Speech Therapy Students that Smoke Using Dr. Speech
Tafiadis D, Toki EI and Ziavra N
It is established in the literature that smoking has an impact on voice characteristics, especially on fundamental frequency (F0). The smoking effect has been studied in general and in student populations by sex or profession. The purpose of this study was to examine the voice acoustic characteristics of smoking students in Greece. Particularly, this study focused on the early effects of smoking.
Research- Promoting Reading Success: The Effects of an Adapted Book on Reading Comprehension
Thomas D, Ross B
Picture symbols paired with written words are commonly used in adapted literacy materials and augmentative and alternative communication systems to support the development of speech and language skills in a wide range of populations. However, the research base on the effectiveness of pictures paired with text in increasing reading comprehension is limited. In addition, communicative reading strategies (CRS) have been used as an effective shared reading approach to facilitate reading acquisition in children with low reading skills and with children who use picture/text symbols, such as AAC users. The purpose of this study was to evaluate the effectiveness of an adapted book, combined with CRS in improving reading comprehension for a child at risk for learning how to read. One kindergarten child, aged 6:1 with poor reading skills attended twelve 15-minute sessions of the intervention. A formal assessment of reading comprehension and an informal set of story-related questions were used to determine the effectiveness of the intervention. Improvement was noted in reading comprehension and comprehension of story-related questions. The use of an adapted book and CRS may be an effective intervention for children with low reading skills, such as those with complex communication needs.
Research- How Neuro-typical Kindergartners Learn from Each Other: A Baseline of Peer Learning
Mlawski EA*, DeLuca D, Cahill TF 2 and Pinto-Zipp G
School based speech-language pathologists (SLPs) help promote functional language and communication skills among children in and out of the classroom. With the Common Core State Standards (CCSS) requiring children to work with their peers for the purpose of learning, SLPs can be a resource to classroom teachers on how to best promote the skills needed when peers work with peers. The purpose of this article is to identify the baseline behaviors that neuro-typical children use when working with a peer while engaging with each other during a contrived learning activity and to provide practical implications for SLPs when collaborating with teachers to maximize peer learning at school and at home.
Research- Bibliometric Analysis of Publications on Augmentative and Alternative Communication: Survey of Electronic Databases
Krüger S*, Audet L, Renner G, Guimarães A, Berberian AP, and Guarinello AC
This paper uses bibliometric analysis to explore current trends in the production and dissemination of research in the field of Augmentative and Alternative Communication (AAC). The history of AAC as a set of nonverbal communication systems and a scientific field of study from the German, North American, and Brazilian perspectives provides a foundation for understanding the importance of considering cultural influences on the development and application of scientific advances. Bibliometric results suggest that the United States perspective on the theory, development, and implementation of AAC pervades the literature. This may either restrict the adoption of AAC in certain cultures or result in AAC globalization, reflecting the United States perspective. The analysis supports the need for dialog among researchers across cultures and for further research specific to cross-cultural collaboration and problem-solving in the area of AAC.
