The Doctoral Student AAC Research Think Tank was held at Penn State University from May 16-18, 2017. During the 2 and 1/2 days of the Think Tank, participants attended presentations by faculty and graduate students on both current and planned research.

May 16
 2:00  Registration (301 Ford)
 2:30  Welcome, Introductions, Agenda, and Goals (207 Ford)
 3:00  Janice Light, (207 Ford)
Making a Positive Impact: Building an Important and Productive Line of AAC Research (Light  pdf ) 
 4:00  Break (304 Ford)
 4:15 Tara O’Neill (207 Ford)
How individuals with various disabilities attend to and interpret visual information on AAC visual scene displays with a navigation menu (O’Neill_pdf)
Sarah Diehl (301 Ford)
An evidence-based framework to guide evaluation and implementation of AAC for people diagnosed with Huntington’s disease 
 5:30   Dinner at the Nittany Lion Inn 
 May 17
8:00    Coffee and Bagels (304 Ford)
 8:30  • Salena Babb (207 Ford)
The effects of videos with integrated visual scene displays (VSDs) on a tablet-based app (i.e., video VSD app) on the percent of steps completed and communication opportunities fulfilled by a high school student with autism spectrum disorder within a vocational activity
 • Rachel Hoge (301 Ford)
Adapted Spanish Word Reading Instruction for Spanish-English Dual Language Learners with Complex Communication Needs (Hoge_pdf )
 9:20 Russel Johnston (207 Ford)
IEP quality for children who use AAC
Anna Allen (301 Ford)
The Effect of Cue Type on Speed, Accuracy, and Independence of Direction-Following in Children with Moderate-Severe Autism Spectrum Disorder
 10:00  Break (304 Ford)
 10:30 Christine Holyfield (207 Ford)
The effects of a short video training intervention on the accuracy of middle school students’ judgments of short video clips depicting the behaviors of peers with multiple disabilities  (Holyfield pdf) 
Margaret Vento-Wilson (301 Ford)
Latent Influences on SLPs’ Intervention Practices: A Grounded Theory Approach
 11:15  Steve Bauer,   Funding Opportunities at the National Institute on Disability, Independent Living, and Rehabilitation Research (207 Ford) (link)
 12:00    Lunch at Au Bon Pain (Kern Building)
 1:30  • Gat Savaldi-Harussi (207 Ford)
The Emergence of Clause Construction in The Production of Children Who Use SGDs During Adult-Child Conversation Interactions.
 • James Northridge (301 Ford)
Does one size fit all? – Empowering professionals & parents to select AAC Apps
 2:20  • Jamie Boster (207 Ford)
A collaborative photography intervention for children with CCN and their peers
Jessica Gormley (301 Ford)
Instructional strategies to train health care workers  to become effective communication partners (Gormley_pdf)
 3:00  Break (304 Ford)
 3:30  David Beukelman, (207 Ford)
Finding a mentor and developing a productive mentor-mentee relationship (Beukelman pdf ) 
 4:20  • Alyssa Lanzi (207 Ford)
External Memory Aids: Assessment and Intervention
 • Suz Boyle (301 Ford)
The use of “Transition to Literacy” software with young children with developmental disabilities
 5:30     Dinner at the Nittany Lion Inn
 May 18
 8:00    Coffee and Bagels (301 Ford)
 8:30  McNaughton trelloDavid McNaughton (207 Ford)
Asking (and Answering) “Beautiful” Questions  (207  Ford) (McNaughton pdf) 
 9:20  • Corinne Walker (207 Ford)
AAC Narrative Intervention
Renee Starowicz (301 Ford)
Identity in Interaction: AAC and Adolescence
 10:00  Break (304 Ford)
 10:30  • Melissa Hoy (207 Ford)
Caregiver training on aided language stimulation using dynamic display devices (Hoy pdf) 
 • Ashley McCoy (301 Ford)
Question asking and answering behavior in children with autism (McCoy pdf ) 
 11:20  • Marika King (207 Ford)
Conceptual Language Discrimination by Spanish-English Bilingual Preschool Children using a Bilingual AAC iPad app  (King pdf) 
 • Chitrali Mamlekar (301 Ford)
Perspectives of speech language pathologist on speech generating devices for person with aphasia in hospital settings
 12:00   Lunch at Au Bon Pain (Kern Building)
 1:30  • Emily McFadd (207 Ford)
Quantifying Interaction Behavior in Mothers and Their Children with Cerebral Palsy
David Hajjar (301 Ford)
Supporting people with complex communication needs(CCN) to capture and share active recreational experiences  (Hajjar  pdf) 
 2:20  Panel Discussion/Summary/closing (207 Ford)

Comments are closed.

Powered by WordPress. Designed by WooThemes

Skip to toolbar