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Assessment 1: Outline/Annotated Bibliography. Each student will begin research on Augmentative & Alternative Communication (AAC) by locating and reading 10 journalarticles of interest. A 1,000 word annotated bibliography consisting of an APA style citation and a few bullet points summarizing each article will be written (Seeexample below). The articles must be recent (within the last ten years) and from peer-refereed professional journals. Based on your research, develop an outline to beused to turn this bibliography into an AAC research paper. Example of citation/annotation: Gentry, T., Lau, S., Molinelli, A., Fallen, A., & Kriner, R. (2012). The Apple iPod touch as a vocational support aid for adults with autism: Three case studies.Journal of Vocational Rehabilitation, 37(2), (Advance online publication) DOI: 10.3233/JVR-2012-0601 •    The task management and organizational features of PDAs can help people with ASD function more successfully in the workplace. ? •    4 year randomized trial ? •    iPod programmed with task reminders and lists; video prompts; tools for behavioural self- ?management, and other supports. ? •    Versatility of PDAs to support people with ASDAn aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders Jennifer B. Ganz a,*, Theresa L. Earles-Vollrath b, Rose A. Mason a, Mandy J. Rispoli a, Amy K. Heath a, Richard I. Parker a a Texas A&M University, United States b University of Central Missouri, United States 1. Introduction and purpose 1.1. Introduction Although autism spectrum disorder (ASD) continues to be identified as a low incidence disability, it is now one of the most common disabilities affecting the developmental trajectories of children (Boyd, Odom, Humphreys, & Sam, 2010; Coolican, Smith, & Bryson, 2010; National Research Council, 2001). At the center of the symptoms associated with ASD are challenges in receptive and expressive communication, including impairments in utilizing and understanding verbal and nonverbal language (American Psychiatric Association [APA], 2000). The variation in communications skills of individuals with ASD is broad, and may include a lack of socio-communicative skills, use of some odd but purposeful language, or absence of language (National Research Council, 2001). More than half of the individuals identified as having ASD lack the basic verbal and nonverbal skills necessary to express fundamental needs (Cafiero, 2001). This is particularly important considering that the degree of communication proficiency correlates with the long-term ramifications of the disability (Garfin & Lord, 1986). Research in Autism Spectrum Disorders 5 (2011) 1500–1509 A R T I C L E I N F O Article history: Received 15 February 2011 Accepted 17 February 2011 Available online 9 April 2011 Keywords: Autism spectrum disorders Augmentative and alternative communication Participant characteristics Interventions Research review A B S T R A C T Individuals with autism spectrum disorders (ASD) who cannot speak at all or not intelligibly are frequently taught to use aided augmentative and alternative communication (AAC). The majority of the research on the use of AAC with individuals with ASD has been single-case research studies. This investigation involved a meta-analysis of the single-case research on the use of aided AAC with individuals with autism spectrum disorders (ASD), investigating the differential impacts of AAC by participant characteristics. An effect size measure, the Improvement Rate Difference (IRD) was used to analyze 24 single-case studies. Two research questions were investigated concerning (a) the impact of AAC interventions on individuals diagnosed with subcategories of ASD and comorbid conditions, and (b) the effects of AAC interventions on individuals in different age groups. Results indicated that participants with ASD and no additional diagnoses had better outcomes than others and that participants with ASD and developmental disabilities outperformed participants with ASD and multiple disabilities. Further, preschool-aged participants had better outcomes than elementary-aged and secondary- aged participants. Participants in all diagnostic categories and age ranges had moderate or better effects. 2011 Elsevier Ltd. All rights reserved. * Corresponding author at: Texas A&M University, Department of Educational Psychology, 4225 TAMU, College Station, TX 77843, United States. Tel.: +1 979 862 2823; fax: +1 979 862 1256. E-mail address: jeniganz@tamu.edu (J.B. Ganz). Contents lists available at ScienceDirect Research in Autism Spectrum Disorders Journal homepage: http://ees.elsevier.com/RASD/default.asp 1750-9467/$ – see front matter 2011 Elsevier Ltd. All rights reserved. doi:10.1016/j.rasd.2011.02.011

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