{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1599"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1599","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"The Effect of Partner Augmented Input on Peer Attitudes Toward a Child Using Augmentative Or Alternative Communication","abstract":"The purpose of this study was to determine the effect of a facilitator's use of augmented input on attitudes of children toward peers who use augmentative and alternative communication (AAC). Participants viewed a video tape of a child using voice output communicating with an adult. In the experimental condition the facilitator provided augmented input in addition to spoken language and in the control condition she did not provide augmented input. After viewing the videotape, participants completed a questionnaire designed to measure their attitudes toward the child who used AAC in the videotape. Results indicated that peer attitudes were generally positive in both conditions, but that positive responses were not as strongly positive in the presence of augmented input as they were in the absence of augmented input. The presence of augmented input did not result in an increase in the strength of negative responses.","abstract_html":"The purpose of this study was to determine the effect of a facilitator's use of augmented input on attitudes of children toward peers who use augmentative and alternative communication (AAC). Participants viewed a video tape of a child using voice output communicating with an adult. In the experimental condition the facilitator provided augmented input in addition to spoken language and in the control condition she did not provide augmented input. After viewing the videotape, participants completed a questionnaire designed to measure their attitudes toward the child who used AAC in the videotape. Results indicated that peer attitudes were generally positive in both conditions, but that positive responses were not as strongly positive in the presence of augmented input as they were in the absence of augmented input. The presence of augmented input did not result in an increase in the strength of negative responses.","abstract_has_math":false,"creators":["Fingland, Teresa"],"institution":null,"degree_name":"Master of Science in Communication Sciences and Disorders","degree_level":"Masters","degree_discipline":"Communication Sciences and Disorders","degree_department":null,"school":null,"contributors":["Lisa Wood"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1998,"date_issued":"1998-12-01T08:00:00Z","date_published":"1998-12-01T08:00:00Z","updated_at":"2026-07-24T03:15:42Z","subjects":["Communication Sciences and Disorders"],"languages":[],"rights":["© Teresa Fingland"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/598","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lisa Wood"]},{"key":"dc:creator","label":"Author","values":["Fingland, Teresa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication Sciences and Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Communication Sciences and Disorders"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Communication Sciences and Disorders"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Teresa Fingland"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/598"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine the effect of a facilitator's use of augmented input on attitudes of children toward peers who use augmentative and alternative communication (AAC). Participants viewed a video tape of a child using voice output communicating with an adult. In the experimental condition the facilitator provided augmented input in addition to spoken language and in the control condition she did not provide augmented input. After viewing the videotape, participants completed a questionnaire designed to measure their attitudes toward the child who used AAC in the videotape. Results indicated that peer attitudes were generally positive in both conditions, but that positive responses were not as strongly positive in the presence of augmented input as they were in the absence of augmented input. The presence of augmented input did not result in an increase in the strength of negative responses."]},{"key":"dc:title","label":"Title","values":["The Effect of Partner Augmented Input on Peer Attitudes Toward a Child Using Augmentative Or Alternative Communication"]}]}],"canonical_facts":{"dc:contributor":["Lisa Wood"],"dc:creator":["Fingland, Teresa"],"dc:description.abstract":["The purpose of this study was to determine the effect of a facilitator's use of augmented input on attitudes of children toward peers who use augmentative and alternative communication (AAC). Participants viewed a video tape of a child using voice output communicating with an adult. In the experimental condition the facilitator provided augmented input in addition to spoken language and in the control condition she did not provide augmented input. After viewing the videotape, participants completed a questionnaire designed to measure their attitudes toward the child who used AAC in the videotape. Results indicated that peer attitudes were generally positive in both conditions, but that positive responses were not as strongly positive in the presence of augmented input as they were in the absence of augmented input. The presence of augmented input did not result in an increase in the strength of negative responses."],"dc:identifier":["https://bearworks.missouristate.edu/theses/598"],"dc:rights":["© Teresa Fingland"],"dc:subject":["Communication Sciences and Disorders"],"dc:title":["The Effect of Partner Augmented Input on Peer Attitudes Toward a Child Using Augmentative Or Alternative Communication"],"thesis:degree_discipline":["Communication Sciences and Disorders"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Communication Sciences and Disorders"]},"updated_at":"2026-07-24T03:15:42Z"}