연구동향 분석

보완대체의사소통(AAC) 가족 참여 연구 동향 분석 통한 중재 요소 고찰

김경양 박은혜 2011년

논문상세정보
    • 저자 김경양 박은혜
    • 제어번호 82710739
    • 학술지명 특수교육
    • 권호사항 Vol. 10 No. 3 [ 2011 ]
    • 발행처 이화여자대학교 특수교육연구소
    • 자료유형 학술저널
    • 수록면 219-243
    • 언어 Korean
    • 출판년도 2011
    • KDC 379.05
    • 등재정보 KCI등재
    • 소장기관 이화여자대학교 중앙도서관
    • 판매처
    유사주제 논문( 0)
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' 보완대체의사소통(AAC) 가족 참여 연구 동향 분석 통한 중재 요소 고찰' 의 참고문헌

  • 특수교육에 있어서의 바람직한 가족 참여를 위한 지원 및 중재 방안 고찰
    이소현 언어청각장애 연구 5 (1) : 174 ~ 191 [2000]
  • 중도 뇌성마비 아동의 의사소통 기술 증진을 위한 AAC 대화상대자 훈련
    Nandini,S. 김정연 특수교육연구 2 (1) : 37 ~ 58 [2003]
  • 의사소통 장애아동의 가족이 겪는 어려움과 지원 요구사항에 대한 질적연구
    언어청각장애연구 5 (1) : 5 ~ 32 [2005]
  • 음성산출 의사소통 콘텐츠 및 시스템 개발 기초연구: AAC 관련전문가의 경험 및 요구분석을 중심으로
    김경양(Kyung Yang Kim) 김정연 ( Jung Yeon Kim ) 박은혜(Eun Hye Park) 특수교육저널:이론과 실천 11 (4) : 345 ~ 374 [2010]
  • 언어장애인을 위한 보완·대체의사소통용 어휘·상징체계 수립에 관한 문헌연구
    언어청각장애연구 9 (3) : 118 ~ 138 [2004]
  • 비구어 뇌성마비 아동의 의사소통 중재를 위한 부모교육 프로그램 실행에 대한 질적 연구
    김정연(Kim, Jeongyoun) 특수교육저널:이론과 실천 9 (1) : 209 ~ 231 [2008]
  • 가족지원서비스 관점에서 본 지적장애학생의 문제행동에 대한 부모의 인식 연구
    김덕규 김영준 김진호 지적장애연구 11 (3) : 133 ~ 159 [2009]
  • 박사
    가족이 참여하는 긍정적 행동지원이 정신지체 초등학생의 문제행동에 미치는 영향
    이화영 특수교육 3 : 103 ~ 123 [2003]
  • 가족의 긍정적 행동지원이 자폐성 장애 자녀의 문제행동과 대체행동에 미치는 효과
    김미선 자폐성장애연구 9 (1) : 21 ~ 35 [2009]
  • 가족 기반의 실제
    E. Horn 학지사 [2011]
  • Validation of an inventory of bestpractices in the provision of augmentative and alternativecommunication service to students with severe disabilities ingeneral education classrooms
    Black Calculator American Journal of Speech-Language Pathology 18 : 329 ~ 342 [2009]
  • Transferring AACintervention to the home
    Lancioni Sigafoos DISABILITY AND REHABILITATION 26 (21-22) : 1330 ~ 1334 [2004]
  • The use of alternative andaugmentative communication methods with infants and toddlerswith disabilities: A research review
    Branson Demchak Augmentative and Alternative Communication 25 (4) : 274 ~ 286 [2009]
  • The paradigm shift to true collaboration with families
    Osher Journal of Child and Family Studies 11 : 47 ~ 60 [2002]
  • Teaching augmentativeand alternative communication to students with severedisabilities: A review of intervention research 1997-2003
    Hoover Snell Research and Practices for Persons with Severe Disabilities 31 : 203 ~ 214 [2006]
  • Teaching Tatino parents to support the multi-symbolmessage productions of their children who require AAC
    Binger Augmentative and Alternative Communication 24 (4) : 323 ~ 338 [2008]
  • Stressors andfamily supports: families with children using augmentative andalternative communication Technology
    Jones Kokoska Communication Disorders Quarterly 20 (2) : 37 ~ 44 [1998]
  • Speech-generating devices used at home by children withautism spectrum disorders: a preliminary assessment
    Ahlsen Thunberg Focus Autism Other Developmental Disabilities 24 (2) : 104 ~ 114 [2009]
  • Pushes and pulls”on theparents of children who us AAC
    Goldbart Marshall Augmentative and Alternative Communication 20 (4) : 194 ~ 208 [2004]
  • Promoting augmentative communication duringdaily routines: a parent problem-solving intervention
    Stiebel Journal of Positive Behavior Interventions 1 (3) : 159 ~ 169 [1999]
  • Parent Reading Behaviors and Communication Outcomes in Girls with Rett Syndrome
    Erickson Skotko Exceptional Children 70 (2) : 145 ~ 166 [2004]
  • Linking positive behaviorsupport to family quality-of-life outcomes
    Smith-Bird Turnbull Journal of Positive Behavior Interventions 7 (3) : 174 ~ 180 [2005]
  • Impact of augmentative and alternativecommunication devices on families
    Angelo Augmentative and Alternative Communication 16 (1) : 37 ~ 47 [2000]
  • Givingfamilies a voice in augmentative and alternative communicationdecision-making
    Huer Parette Education and Training in Mental Retardation and Developmental Durabilities 35 : 177 ~ 190 [2000]
  • First generationchinese american families' attitudes regarding disabilities andeducational intervention
    Huer Parette Focus on Autism and Other Developmental Disabilities 19 : 114 ~ 124 [2004]
  • Family-centered intervention and satisfaction with aacdevice training
    Starble Communication Disorders Quarterly 27 : 47 ~ 54 [2005]
  • Family-Centered Practice and Computers forChildren with Disabilities
    Parette Early Childhood Education Journal 25 (1) : 53 ~ 55 [1997]
  • Family member's perception of Augmentative andAlternative Communication device use
    Bailey Language, Speech, and Hearing Service In School 37 : 50 ~ 60 [2006]
  • Effects of parentinstruction on communicative turns of latino children usingaugmentative and alternative communication during storybookreading
    Kent-Walsh Rosa-Lugo Communication Disorders Quarterly 30 (1) : 49 ~ 61 [2008]
  • Effect of parentinstruction on the symbolic communication of children usingaugmentative and alternative communication during storybookreading
    Hasham Kent-Walsh American Journal of Speech-Language Pathology 19 : 97 ~ 107 [2010]
  • Conversation withmexicans regarding children with disabilities and augmentativeand alternative communication
    Huer Saenz Communication Disorders Quarterly 22 (4) : 197 ~ 206 [2001]
  • Conceptualizing and measuring family quality of life
    Summers Wang Journal of Intellectual Disability 49 : 777 ~ 783 [2005]
  • Communication is everything Ithink'
    Goldbart Marshall Parenting a child who needs augmentative and alternative communication. International Journal of Language and Communication Disorders 43 (1) : 77 ~ 98 [2008]
  • Augmentative andAlternative Communication in the Early Childhood Years
    Hanline Worthy Young Children 62 (4) : 78 ~ 82 [2007]
  • AAC interventions for children in a family environment:implementing evidence in practice
    Granlund Augmentative and Alternative Communication 24 (3) : 207 ~ 219 [2008]
  • A historyof alternative and augmentative communication for individualswith severe and profound disabilities
    Hourcade Parette Focus on Autism and Other Developmental Disabilities 19 : 235 ~ 244 [2004]