Program Planner Instructions

Other Activities and Events (non-CEU)

Convention Home Page

TECHNICAL SUPPORT
For technical support for ASHA 2015 Convention Program Planner, please call 866-341-9589 between 8:00 a.m. – 5:00 p.m., CST, or email ASHA2015@mirasmart.com.

GENERAL QUESTIONS
For general questions about the ASHA 2015 Convention Program Planner, please email papers@asha.org.
   

Session Code: 9270 Poster Board 539
Title: A Scoping Review of Supports for Children With Complex Communication Needs in Inclusive Education
Day: Saturday, November 14, 2015 Time: 12:30 PM - 2:00 PM
Location: Colorado Convention Center Room: Hall EF
Session Format: Poster PDH(s): 15 Minutes


Presenter(s) (click the names to view bios and disclosures):
Michelle Therrien, Penn St U (presenting author) |No Advance Handout Uploaded |No Final Presentation Uploaded
Nimisha Muttiah, Penn St U (presenting author) |No Advance Handout Uploaded |No Final Presentation Uploaded
David McNaughton, Penn St U |No Advance Handout Uploaded |No Final Presentation Uploaded
Erica Bronstein, Penn St U |No Advance Handout Uploaded |No Final Presentation Uploaded
Sarah Dubrow, Penn St U |No Advance Handout Uploaded |No Final Presentation Uploaded
Francesca Livi, Penn St U |No Advance Handout Uploaded |No Final Presentation Uploaded
Sarah Rogers, Penn St U |No Advance Handout Uploaded |No Final Presentation Uploaded


Abstract:
This investigation presents a scoping review of the literature on inclusive education for children with complex communication needs (CCN). The review specifically assessed fifteen studies of interventions conducted in inclusive education settings and their outcomes for children with CCN.


Speech-Language Pathology Topic Area: Augmentative and Alternative Communication (AAC)
Instructional Level:
Introductory Instruction at the Introductory Level of difficulty is generally intended for professionals with novice experience in the content area. Material presented is based on fundamental principles or concepts that are fairly well known and regularly applied. Often this level of training is intended to be a prerequisite to successive, more difficult topics offered at the Intermediate Level. At times, experienced professionals might be advised to take this training for review or in preparation for more advanced level training. Introductory level can also be used to describe course content related to new or emerging areas of practice.
Abstract Type: Research Submission
Learner Outcomes:
Learner Outcome 1: Describe major elements of the study design
Learner Outcome 2: Discuss the authors’ conclusions
Learner Outcome 3: Identify possible implications for practice
   

       © Mira Digital Publishing 1997 - 2020