Effects of three instructional modes on the performance of novice preprofessional students with AAC technology

Kenneth O. Simpson, Gary D. Cumley, Betsy Novak, Jennifer Tegtmeier, David R. Beukelman

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The purposes of this investigation were twofold. The primary goal was to examine the efficacy of three modes of instruction for training preservice students in speech and language pathology (SLP) to program an augmentative and alternative communication (AAC) device. A secondary goal was to evaluate knowledge retention 2 weeks after the training sessions. The participants were preprofessional students enrolled in an AAC course. The modes of instruction included face-to-face demonstration, written tutorial, and videotape. Results indicated that performance across the three modes was equivalent at the acquisition and retention evaluations. However, performance on the retention evaluations was significantly less compared with the acquisition evaluation. Clinical and research implications are discussed.

Original languageEnglish (US)
Pages (from-to)81-86
Number of pages6
JournalAAC: Augmentative and Alternative Communication
Volume13
Issue number2
DOIs
StatePublished - Jun 1997

Fingerprint

Communication
Students
Technology
Pathology
Speech-Language Pathology
Videotape Recording
Demonstrations
Equipment and Supplies
Research

Keywords

  • Augmentative and alternative communication (AAC)
  • Technology instruction

ASJC Scopus subject areas

  • Rehabilitation
  • Speech and Hearing

Cite this

Effects of three instructional modes on the performance of novice preprofessional students with AAC technology. / Simpson, Kenneth O.; Cumley, Gary D.; Novak, Betsy; Tegtmeier, Jennifer; Beukelman, David R.

In: AAC: Augmentative and Alternative Communication, Vol. 13, No. 2, 06.1997, p. 81-86.

Research output: Contribution to journalArticle

Simpson, Kenneth O. ; Cumley, Gary D. ; Novak, Betsy ; Tegtmeier, Jennifer ; Beukelman, David R. / Effects of three instructional modes on the performance of novice preprofessional students with AAC technology. In: AAC: Augmentative and Alternative Communication. 1997 ; Vol. 13, No. 2. pp. 81-86.
@article{56ad7440dac2465f917d14f5fd9761bf,
title = "Effects of three instructional modes on the performance of novice preprofessional students with AAC technology",
abstract = "The purposes of this investigation were twofold. The primary goal was to examine the efficacy of three modes of instruction for training preservice students in speech and language pathology (SLP) to program an augmentative and alternative communication (AAC) device. A secondary goal was to evaluate knowledge retention 2 weeks after the training sessions. The participants were preprofessional students enrolled in an AAC course. The modes of instruction included face-to-face demonstration, written tutorial, and videotape. Results indicated that performance across the three modes was equivalent at the acquisition and retention evaluations. However, performance on the retention evaluations was significantly less compared with the acquisition evaluation. Clinical and research implications are discussed.",
keywords = "Augmentative and alternative communication (AAC), Technology instruction",
author = "Simpson, {Kenneth O.} and Cumley, {Gary D.} and Betsy Novak and Jennifer Tegtmeier and Beukelman, {David R.}",
year = "1997",
month = "6",
doi = "10.1080/07434619712331277868",
language = "English (US)",
volume = "13",
pages = "81--86",
journal = "AAC: Augmentative and Alternative Communication",
issn = "0743-4618",
publisher = "Informa Healthcare",
number = "2",

}

TY - JOUR

T1 - Effects of three instructional modes on the performance of novice preprofessional students with AAC technology

AU - Simpson, Kenneth O.

AU - Cumley, Gary D.

AU - Novak, Betsy

AU - Tegtmeier, Jennifer

AU - Beukelman, David R.

PY - 1997/6

Y1 - 1997/6

N2 - The purposes of this investigation were twofold. The primary goal was to examine the efficacy of three modes of instruction for training preservice students in speech and language pathology (SLP) to program an augmentative and alternative communication (AAC) device. A secondary goal was to evaluate knowledge retention 2 weeks after the training sessions. The participants were preprofessional students enrolled in an AAC course. The modes of instruction included face-to-face demonstration, written tutorial, and videotape. Results indicated that performance across the three modes was equivalent at the acquisition and retention evaluations. However, performance on the retention evaluations was significantly less compared with the acquisition evaluation. Clinical and research implications are discussed.

AB - The purposes of this investigation were twofold. The primary goal was to examine the efficacy of three modes of instruction for training preservice students in speech and language pathology (SLP) to program an augmentative and alternative communication (AAC) device. A secondary goal was to evaluate knowledge retention 2 weeks after the training sessions. The participants were preprofessional students enrolled in an AAC course. The modes of instruction included face-to-face demonstration, written tutorial, and videotape. Results indicated that performance across the three modes was equivalent at the acquisition and retention evaluations. However, performance on the retention evaluations was significantly less compared with the acquisition evaluation. Clinical and research implications are discussed.

KW - Augmentative and alternative communication (AAC)

KW - Technology instruction

UR - http://www.scopus.com/inward/record.url?scp=0031168743&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0031168743&partnerID=8YFLogxK

U2 - 10.1080/07434619712331277868

DO - 10.1080/07434619712331277868

M3 - Article

AN - SCOPUS:0031168743

VL - 13

SP - 81

EP - 86

JO - AAC: Augmentative and Alternative Communication

JF - AAC: Augmentative and Alternative Communication

SN - 0743-4618

IS - 2

ER -