title: Is awesome really awesome? How the inclusion of informal terms on an AAC device influences children's attitudes toward peers who use AAC.
abstract: Two videotapes were created of a child communicating with a voice output augmentative and alternative communication (AAC) device. In one the child communicated using formal English only and in the other the child communicated using formal English and age appropriate informal terms. Children in grades 4 and 5 viewed either the formal English only or the formal and informal English videotape. After viewing the videotape, children completed a measure of self-reported attitudes toward children who use AAC. Results indicated effects for gender and for the gender by grade interaction. These results are discussed along with clinical implications.
authors.affiliation: 4720 Speech Pathology and Audiology, Illinois State University, Normal, IL 61790-4720, USA. arbeck@ilstu.edu
authors.forename: Ann R
authors.initials: AR
authors.lastname: Beck
authors.forename: Stacey
authors.initials: S
authors.lastname: Bock
authors.forename: James R
authors.initials: JR
authors.lastname: Thompson
authors.forename: Linda
authors.initials: L
authors.lastname: Bowman
authors.forename: Stacey
authors.initials: S
authors.lastname: Robbins
mesh_terms: D001290:Attitude; D002648:Child; D003143:Communication Devices for People with Disabilities; D003147:Communication Disorders / Q000628:therapy*; D003299:Cooperative Behavior; D005260:Female; D006801:Humans; D008297:Male; D010379:Peer Group; D014743:Videotape Recording