AAC Menu interface: Effectiveness of active versus passive learning to master abbreviation-expansion codes

Ellyn Gregory; Melinda Soderman; Christy Ward; David R. Beukelman; Karen Hux

doi:10.1080/07434610500387540

AAC Menu interface: Effectiveness of active versus passive learning to master abbreviation-expansion codes

Ellyn Gregory, Melinda Soderman, Christy Ward, David R. Beukelman, Karen Hux

Special Education and Communication Disorders

Research output: Contribution to journal › Article › peer-review

8 Scopus citations

Abstract

This study investigated the accuracy with which 30 young adults without disabilities learned abbreviation expansion codes associated with specific vocabulary items that were stored in an AAC device with two accessing methods: Mouse access and keyboard access. Both accessing methods utilized a specialized computer application, called AAC Menu, which allowed for errorless practice. Mouse access prompted passive learning, whereas keyboard access prompted active learning. Results revealed that participants who accessed words via a keyboard demonstrated significantly higher mastery of abbreviation-expansion codes than those who accessed words via a computer mouse.

Original language	English (US)
Pages (from-to)	77-84
Number of pages	8
Journal	AAC: Augmentative and Alternative Communication
Volume	22
Issue number	2
DOIs	https://doi.org/10.1080/07434610500387540
State	Published - Jun 2006

Keywords

Augmentative and alternative communication
Computer application
Encoding

ASJC Scopus subject areas

Rehabilitation
Speech and Hearing

Access to Document

10.1080/07434610500387540

Cite this

@article{34ec3cea35f14991ade98683fdfb0c80,

title = "AAC Menu interface: Effectiveness of active versus passive learning to master abbreviation-expansion codes",

abstract = "This study investigated the accuracy with which 30 young adults without disabilities learned abbreviation expansion codes associated with specific vocabulary items that were stored in an AAC device with two accessing methods: Mouse access and keyboard access. Both accessing methods utilized a specialized computer application, called AAC Menu, which allowed for errorless practice. Mouse access prompted passive learning, whereas keyboard access prompted active learning. Results revealed that participants who accessed words via a keyboard demonstrated significantly higher mastery of abbreviation-expansion codes than those who accessed words via a computer mouse.",

keywords = "Augmentative and alternative communication, Computer application, Encoding",

author = "Ellyn Gregory and Melinda Soderman and Christy Ward and Beukelman, {David R.} and Karen Hux",

note = "Funding Information: This publication was produced in part under Grant Number H133E980026 from the National Institute on Disability and Rehabilitation Research (NIDRR), US Department of Education. The opinions expressed in this publication are those of the grantee and do not necessarily reflect those of NIDRR or the Department of Education. The project was also supported in part by the Barkley Trust. The authors thank Cara Ullman, Robert Tice, and Chih Yang-Kang for their technical support of this project.",

year = "2006",

month = jun,

doi = "10.1080/07434610500387540",

language = "English (US)",

volume = "22",

pages = "77--84",

journal = "AAC: Augmentative and Alternative Communication",

issn = "0743-4618",

publisher = "Taylor and Francis Ltd.",

number = "2",

}

TY - JOUR

T1 - AAC Menu interface

T2 - Effectiveness of active versus passive learning to master abbreviation-expansion codes

AU - Gregory, Ellyn

AU - Soderman, Melinda

AU - Ward, Christy

AU - Beukelman, David R.

AU - Hux, Karen

N1 - Funding Information: This publication was produced in part under Grant Number H133E980026 from the National Institute on Disability and Rehabilitation Research (NIDRR), US Department of Education. The opinions expressed in this publication are those of the grantee and do not necessarily reflect those of NIDRR or the Department of Education. The project was also supported in part by the Barkley Trust. The authors thank Cara Ullman, Robert Tice, and Chih Yang-Kang for their technical support of this project.

PY - 2006/6

Y1 - 2006/6

N2 - This study investigated the accuracy with which 30 young adults without disabilities learned abbreviation expansion codes associated with specific vocabulary items that were stored in an AAC device with two accessing methods: Mouse access and keyboard access. Both accessing methods utilized a specialized computer application, called AAC Menu, which allowed for errorless practice. Mouse access prompted passive learning, whereas keyboard access prompted active learning. Results revealed that participants who accessed words via a keyboard demonstrated significantly higher mastery of abbreviation-expansion codes than those who accessed words via a computer mouse.

AB - This study investigated the accuracy with which 30 young adults without disabilities learned abbreviation expansion codes associated with specific vocabulary items that were stored in an AAC device with two accessing methods: Mouse access and keyboard access. Both accessing methods utilized a specialized computer application, called AAC Menu, which allowed for errorless practice. Mouse access prompted passive learning, whereas keyboard access prompted active learning. Results revealed that participants who accessed words via a keyboard demonstrated significantly higher mastery of abbreviation-expansion codes than those who accessed words via a computer mouse.

KW - Augmentative and alternative communication

KW - Computer application

KW - Encoding

UR - http://www.scopus.com/inward/record.url?scp=33745233061&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33745233061&partnerID=8YFLogxK

U2 - 10.1080/07434610500387540

DO - 10.1080/07434610500387540

M3 - Article

C2 - 17114166

AN - SCOPUS:33745233061

SN - 0743-4618

VL - 22

SP - 77

EP - 84

JO - AAC: Augmentative and Alternative Communication

JF - AAC: Augmentative and Alternative Communication

IS - 2

ER -

AAC Menu interface: Effectiveness of active versus passive learning to master abbreviation-expansion codes

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this