Date of Graduation

5-2022

Document Type

Thesis

Degree Name

Master of Science in Communication Sciences and Disorders (MS)

Degree Level

Graduate

Department

Rehabilitation, Human Resources and Communication Disorders

Advisor/Mentor

Christine Holyfield

Committee Member

Lisa Bowers

Second Committee Member

Elizabeth Lorah

Keywords

augmentative and alternative communication, multiple disabilities, school-aged children, speech therapy

Abstract

This study aimed to evaluate the effects of instruction in teaching triadic gaze to communicate by accessing low-tech AAC. The low-tech AAC was an Eye-Com board with two target words laterally fixed to the board via Velco backing. Three school-aged participants completed the study, each with multiple disabilities, severe motor restrictions, and limited speech. This study utilized a multiple baseline across participants design. Laminated color photos depicting individualized, motivating vocabulary for each participant were used as probe materials. All three participants demonstrated increased performance in accurately utilizing triadic gaze for selecting from a field of two from baseline to intervention phases. Estimated intervention effect sizes for each participant were large: Tau-U results averaged 0.93 and ranged from 0.78-1.00. Professionals may consider using instruction to teach triadic gaze as a communication access method for individuals with multiple disabilities who have limited motor access options. Future research should further investigate triadic gaze as a tool for language intervention for individuals with multiple disabilities.

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