{"id":{"repo_id":"ku","oai_identifier":"oai:kuscholarworks.ku.edu:1808/35667"},"canonical_url":"https://search.dev.ndltd.org/etd/ku/oai:kuscholarworks.ku.edu:1808/35667","repository":{"repo_id":"ku","name":"University of Kansas","base_url":"https://kuscholarworks.ku.edu/server/oai/request"},"display":{"title":"Hands-On Learning with Speech-Generating Devices: Capturing the Learning Processes of CSD Students","abstract":"While there has been an increase in the number of communication sciences and disorders (CSD) programs providing preservice training in augmentative and alternative communication (AAC) in recent decades, there continues to be limited evidence to indicate how preservice speech-language pathologists learn about AAC and what types of learning experiences are most effective in developing their competence with AAC. The purposes of this study were to (a) describe how students engage in hands-on learning with one type of AAC, speech-generating devices (SGDs), (b) determine if hands-on learning is effective in developing students’ competence with an SGD, and (c) examine students’ perspectives on learning to use SGDs. Fifteen undergraduate students majoring in speech-language-hearing completed a brief online introductory module on AAC and then engaged in a think-aloud task with an SGD. Qualitative analysis was used to develop grounded theory that explained students’ hands-on learning process. Following the think-aloud task, students were asked to complete an assessment to demonstrate operational and linguistic features of the SGD, which was analyzed descriptively. A debrief questionnaire and reaction card task were also administered to collect students’ perspectives of their learning experience. Findings revealed that students used the process of evaluative trialing, in which they planned and trialed goals on the SGD, processed information from support materials and their experience, anchored their learning in prior experiences or hypothetical scenarios, and evaluated their understanding of the SGD and their progress during hands-on learning. Participants demonstrated most of the SGD features that were assessed in this study, though they demonstrated fewer linguistic features than operational features. Participants reported a mix of positive and negative reactions to their hands-on learning, which were related to their learning experience, the technological aspects of the SGD, and their perceptions of AAC communicators’ experiences. Participants reported various perspectives on the ease/difficulty of learning to use the SGD, the usefulness of the learning supports they had access to, and their level of comfort with the SGD. An understanding of SGD features is needed for AAC service provision. The current study demonstrated that hands-on learning opportunities facilitate students’ knowledge and skills with features of SGDs. Given these positive outcomes, it is recommended that faculty design elements of their AAC course to provide hands-on learning opportunities with AAC systems. Specific recommendations for facilitating hands-on learning, enhancing learning outcomes, and reducing students’ feelings of intimidation are provided. The limitations of this study and future directions are also discussed.","abstract_html":"While there has been an increase in the number of communication sciences and disorders (CSD) programs providing preservice training in augmentative and alternative communication (AAC) in recent decades, there continues to be limited evidence to indicate how preservice speech-language pathologists learn about AAC and what types of learning experiences are most effective in developing their competence with AAC. The purposes of this study were to (a) describe how students engage in hands-on learning with one type of AAC, speech-generating devices (SGDs), (b) determine if hands-on learning is effective in developing students’ competence with an SGD, and (c) examine students’ perspectives on learning to use SGDs. Fifteen undergraduate students majoring in speech-language-hearing completed a brief online introductory module on AAC and then engaged in a think-aloud task with an SGD. Qualitative analysis was used to develop grounded theory that explained students’ hands-on learning process. Following the think-aloud task, students were asked to complete an assessment to demonstrate operational and linguistic features of the SGD, which was analyzed descriptively. A debrief questionnaire and reaction card task were also administered to collect students’ perspectives of their learning experience. Findings revealed that students used the process of evaluative trialing, in which they planned and trialed goals on the SGD, processed information from support materials and their experience, anchored their learning in prior experiences or hypothetical scenarios, and evaluated their understanding of the SGD and their progress during hands-on learning. Participants demonstrated most of the SGD features that were assessed in this study, though they demonstrated fewer linguistic features than operational features. Participants reported a mix of positive and negative reactions to their hands-on learning, which were related to their learning experience, the technological aspects of the SGD, and their perceptions of AAC communicators’ experiences. Participants reported various perspectives on the ease/difficulty of learning to use the SGD, the usefulness of the learning supports they had access to, and their level of comfort with the SGD. An understanding of SGD features is needed for AAC service provision. The current study demonstrated that hands-on learning opportunities facilitate students’ knowledge and skills with features of SGDs. Given these positive outcomes, it is recommended that faculty design elements of their AAC course to provide hands-on learning opportunities with AAC systems. Specific recommendations for facilitating hands-on learning, enhancing learning outcomes, and reducing students’ feelings of intimidation are provided. The limitations of this study and future directions are also discussed.","abstract_has_math":false,"creators":["Leatherman, Elizabeth Marie"],"institution":"University of Kansas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Brady, Nancy","Wegner, Jane"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-08-31","date_published":"2022-08-31","updated_at":"2026-07-24T02:45:07Z","subjects":["Speech therapy","augmentative and alternative communication","health education","preservice training","scholarship of teaching and learning","speech-generating devices","speech-language pathology"],"languages":["en"],"rights":["Copyright held by the author."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:18569"],"render_values":[{"text":"http://dissertations.umi.com/ku:18569","href":"http://dissertations.umi.com/ku:18569","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/1808/35667","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Brady, Nancy","Wegner, Jane"]},{"key":"dc:creator","label":"Author","values":["Leatherman, Elizabeth Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-11-25T22:02:35Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-11-25T22:02:35Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-08-31"]},{"key":"dc:publisher","label":"Institution","values":["University of Kansas"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Speech therapy","augmentative and alternative communication","health education","preservice training","scholarship of teaching and learning","speech-generating devices","speech-language pathology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright held by the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:18569"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/1808/35667"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["While there has been an increase in the number of communication sciences and disorders (CSD) programs providing preservice training in augmentative and alternative communication (AAC) in recent decades, there continues to be limited evidence to indicate how preservice speech-language pathologists learn about AAC and what types of learning experiences are most effective in developing their competence with AAC. The purposes of this study were to (a) describe how students engage in hands-on learning with one type of AAC, speech-generating devices (SGDs), (b) determine if hands-on learning is effective in developing students’ competence with an SGD, and (c) examine students’ perspectives on learning to use SGDs. Fifteen undergraduate students majoring in speech-language-hearing completed a brief online introductory module on AAC and then engaged in a think-aloud task with an SGD. Qualitative analysis was used to develop grounded theory that explained students’ hands-on learning process. Following the think-aloud task, students were asked to complete an assessment to demonstrate operational and linguistic features of the SGD, which was analyzed descriptively. A debrief questionnaire and reaction card task were also administered to collect students’ perspectives of their learning experience. Findings revealed that students used the process of evaluative trialing, in which they planned and trialed goals on the SGD, processed information from support materials and their experience, anchored their learning in prior experiences or hypothetical scenarios, and evaluated their understanding of the SGD and their progress during hands-on learning. Participants demonstrated most of the SGD features that were assessed in this study, though they demonstrated fewer linguistic features than operational features. Participants reported a mix of positive and negative reactions to their hands-on learning, which were related to their learning experience, the technological aspects of the SGD, and their perceptions of AAC communicators’ experiences. Participants reported various perspectives on the ease/difficulty of learning to use the SGD, the usefulness of the learning supports they had access to, and their level of comfort with the SGD. An understanding of SGD features is needed for AAC service provision. The current study demonstrated that hands-on learning opportunities facilitate students’ knowledge and skills with features of SGDs. Given these positive outcomes, it is recommended that faculty design elements of their AAC course to provide hands-on learning opportunities with AAC systems. Specific recommendations for facilitating hands-on learning, enhancing learning outcomes, and reducing students’ feelings of intimidation are provided. The limitations of this study and future directions are also discussed."]},{"key":"dc:title","label":"Title","values":["Hands-On Learning with Speech-Generating Devices: Capturing the Learning Processes of CSD Students"]}]}],"canonical_facts":{"dc:contributor.advisor":["Brady, Nancy","Wegner, Jane"],"dc:creator":["Leatherman, Elizabeth Marie"],"dc:date.accessioned":["2024-11-25T22:02:35Z"],"dc:date.available":["2024-11-25T22:02:35Z"],"dc:date.issued":["2022-08-31"],"dc:description.abstract":["While there has been an increase in the number of communication sciences and disorders (CSD) programs providing preservice training in augmentative and alternative communication (AAC) in recent decades, there continues to be limited evidence to indicate how preservice speech-language pathologists learn about AAC and what types of learning experiences are most effective in developing their competence with AAC. The purposes of this study were to (a) describe how students engage in hands-on learning with one type of AAC, speech-generating devices (SGDs), (b) determine if hands-on learning is effective in developing students’ competence with an SGD, and (c) examine students’ perspectives on learning to use SGDs. Fifteen undergraduate students majoring in speech-language-hearing completed a brief online introductory module on AAC and then engaged in a think-aloud task with an SGD. Qualitative analysis was used to develop grounded theory that explained students’ hands-on learning process. Following the think-aloud task, students were asked to complete an assessment to demonstrate operational and linguistic features of the SGD, which was analyzed descriptively. A debrief questionnaire and reaction card task were also administered to collect students’ perspectives of their learning experience. Findings revealed that students used the process of evaluative trialing, in which they planned and trialed goals on the SGD, processed information from support materials and their experience, anchored their learning in prior experiences or hypothetical scenarios, and evaluated their understanding of the SGD and their progress during hands-on learning. Participants demonstrated most of the SGD features that were assessed in this study, though they demonstrated fewer linguistic features than operational features. Participants reported a mix of positive and negative reactions to their hands-on learning, which were related to their learning experience, the technological aspects of the SGD, and their perceptions of AAC communicators’ experiences. Participants reported various perspectives on the ease/difficulty of learning to use the SGD, the usefulness of the learning supports they had access to, and their level of comfort with the SGD. An understanding of SGD features is needed for AAC service provision. The current study demonstrated that hands-on learning opportunities facilitate students’ knowledge and skills with features of SGDs. Given these positive outcomes, it is recommended that faculty design elements of their AAC course to provide hands-on learning opportunities with AAC systems. Specific recommendations for facilitating hands-on learning, enhancing learning outcomes, and reducing students’ feelings of intimidation are provided. The limitations of this study and future directions are also discussed."],"dc:identifier.other":["http://dissertations.umi.com/ku:18569"],"dc:identifier.uri":["https://hdl.handle.net/1808/35667"],"dc:language.iso":["en"],"dc:publisher":["University of Kansas"],"dc:rights":["Copyright held by the author."],"dc:subject":["Speech therapy","augmentative and alternative communication","health education","preservice training","scholarship of teaching and learning","speech-generating devices","speech-language pathology"],"dc:title":["Hands-On Learning with Speech-Generating Devices: Capturing the Learning Processes of CSD Students"],"dc:type":["Dissertation"]},"updated_at":"2026-07-24T02:45:07Z"}