How Does the Use of Visual Media Affect a Nonverbal Student's Communication? [microform] / Mary T. Remmel-Gehm.
This report discusses the outcomes of a study that investigated how visual media would affect the communication skills of a 13-year-old nonverbal girl with cerebral palsy and whether the use of visual media would provide documentation of higher cognitive functioning. For the study, the subject used...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1997.
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MARC
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| 100 | 1 | |a Remmel-Gehm, Mary T. | |
| 245 | 1 | 0 | |a How Does the Use of Visual Media Affect a Nonverbal Student's Communication? |h [microform] / |c Mary T. Remmel-Gehm. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1997. | ||
| 300 | |a 66 pages. | ||
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| 500 | |a ERIC Note: M.S. Thesis, St. Norbert College. |5 ericd. | ||
| 500 | |a ERIC Document Number: ED439560. | ||
| 520 | |a This report discusses the outcomes of a study that investigated how visual media would affect the communication skills of a 13-year-old nonverbal girl with cerebral palsy and whether the use of visual media would provide documentation of higher cognitive functioning. For the study, the subject used three different tools to add visual information to her interactions: a videocamera, a digital camera, and a communication device that uses line drawing and has a dynamic display. Before and after the applications of the three tools, three types of information were selected to measure the effects of the visual media on the student's self-concept and communication: a self-concept inventory completed by the student, staff members, peers, and family members; anecdotal records of current and novel information the student communicated; and an SDS analysis of the anecdotal records. Linguistic analyses of those records were completed. Results found that access to visual media made a significant difference in the student's ability to communicate and that access to the control of the medium was important to her. The interactive nature of the visuals on the communication device appeared to engage her cognitively, and her perception of herself changed as a result of her access to visual media. Appendices include evaluation instruments. (Contains 78 references, 9 figures, and 6 tables.) (CR) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 0 | 7 | |a Assistive Devices (for Disabled) |2 ericd. |
| 650 | 1 | 7 | |a Augmentative and Alternative Communication. |2 ericd. |
| 650 | 1 | 7 | |a Cerebral Palsy. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Ability. |2 ericd. |
| 650 | 1 | 7 | |a Communication Aids (for Disabled) |2 ericd. |
| 650 | 0 | 7 | |a Communication Skills. |2 ericd. |
| 650 | 1 | 7 | |a Computers. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation Methods. |2 ericd. |
| 650 | 1 | 7 | |a Self Concept. |2 ericd. |
| 650 | 0 | 7 | |a Severe Disabilities. |2 ericd. |
| 650 | 1 | 7 | |a Visual Stimuli. |2 ericd. |
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