Instructional effectiveness of an integrated theater arts program for children using augmentative and alternative communication and their nondisabled peers: Preliminary study

References

• American Speech-Language-Hearing Association. (1991). Report: Augmentative and alternative communication. Asha, 33 (Suppl 5), 9–12.
   PubMedGoogle Scholar
• Bailey, S. (1992). Wings to fly: Bringing theater arts to students with special needs. Rockville, MD: Woodbine House.
   Google Scholar
• Berliner, D. (1985). Effective classroom teaching: The necessary but not sufficient condition for developing exemplary schools. In G. Austin & H. Garber (Eds.), Research on exemplary schools (pp. 127�154). New York: Academic.
   Google Scholar
• Beukelman, D., & Mirenda, P. (1992). Augmentative and alternative communication: Management of severe communication disorders in children and adults. Baltimore: Paul H. Brookes.
   Google Scholar
• Blackstone, S., & McCarthy, J. (1997). For consumers. AAC users and the arts. Augmentative Communication News, /0(5-6), 1–6.
   Google Scholar
• Calculator, S. (1988). Promoting the acquisition and generalization of conversational skills by individuals with severe disabilities. Augmentative and Alternative Communication, 4, 94–103.
   Google Scholar
• Calculator, S. (1996). Introduction. In S. Calculator & C. Jorgensen (Eds.), Including students with severe disabilities in school (pp. xxiii-xxvii). San Diego: Singular.
   Google Scholar
• Calculator, S., & Jorgensen, C. (1991). Integrating AAC instruction into regular education settings: Expounding on best practices. Augmentative and Alternative Communication, 7,204–214.
   Google Scholar
• Curran, C., & Kottenstette, D. (1998, November). Using drama to achieve writing standards in inclusive classrooms. Paper presented at the annual convention of the American Speech-Language-Hearing Association, San Antonio, TX.
   Google Scholar
• Dattilo, J., Light, J., St. Peter, S., & Sheldon, K. (1995). Parent's perspective on leisure patterns of youth using augmentative and alternative communication systems. Therapeutic Recre-ation Journal, 29, 8–17.
   Google Scholar
• Eggen, P., & Kauchak, D. (1994). Educational psychology: Class-room connections. (2nd ed.). Englewood Cliffs, NJ: Macmillan.
   Google Scholar
• Herman, F., & Smith, J. (1988). Accentuate the positive Expres-sive arts for children with disabilities. Toronto: Jimani Publica-tions.
   Google Scholar
• Higgins, J., & Carney, R. (1995). The play's the thing. Communi-cation Outlook, 17(2), 6–8.
   Google Scholar
• Hollowood, T., Salisbury, C., Rainforth, B., & Palombaro, M. (1994). Use of instructional time in classrooms serving students with and without severe disabilities. Exceptional Children, 61, 242–253.
   Google Scholar
• Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D., & Goetz, L. (1994). Evaluating the effects of placement of students with severe disabilities in general education versus special classes. Journal of the Association for Persons with Severe Handicaps, 19, 200–214.
   Web of Science ®Google Scholar
• Jones, K. (1982). Simulations in language teaching. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Jorgensen, C., & Calculator, S. (1996). The evolution of best prac-tices in educating students with severe disabilities. In S. Calcu-lator & C. Jorgensen (Eds.), Including students with severe dis-abilities in school (pp. 1–25). San Diego: Singular.
   Google Scholar
• Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communica-tion systems. Augmentative and Alternative Communication, 5, 137–144.
   Google Scholar
• Light, J., & Binger, C. (1998). Building communicative competence with individuals who use augmentative and alternative commu-nication. Baltimore: Paul H. Brookes.
   Google Scholar
• Light, J., Binger, C., Agate, T., & Ramsay, K. (1999). Teaching partner-focused questions to individuals who use augmentative and alternative communication to enhance their communicative competence. Journal of Speech, Language, and Hearing Research, 42, 241–255.
   PubMed Web of Science ®Google Scholar
• Light, J., Collier, B., & Parnes, P. (1985). Communicative interac-tion between young nonspeaking physically disabled children and their primary caregivers. Augmentative and Alternative Communication, 1, 74–83.
   Google Scholar
• Livingstone, C. (1983). Role play in language learning. London: Longman.
   Google Scholar
• Logan, K., Bakeman, R., & Keefe, E. (1997). Effects of instructional variables on engaged behavior of students with disabilities in general education classrooms. Exceptional Children, 63, 481–497.
   Web of Science ®Google Scholar
• Logan, K., & Keefe, E. (1997). A comparison of instructional con-text, teacher behavior, and engaged behavior for students with severe disabilities in general education and self-contained ele-mentary classrooms. Journal of the Association for Persons with Severe Handicaps, 22, 16–27.
   Google Scholar
• National Organization for Rare Disorders, Inc. (1999). Rare disease database [On-line]. Available: http://www.rarediseases.org/. Raiser, L., & Hinson, S. (1995). Writing plays using creative problem-solving. Teaching Exceptional Children, 27(4), 59–64.
   Google Scholar
• Savignon, S. (1997). Communicative competence theory and classroom practice. New York: McGraw-Hill.
   Google Scholar
• Sindelar, P., Smith, M., Harriman, N., Hale, R., & Wilson, R. (1986). Teacher effectiveness in special education programs. Journal of Special Education, 20, 195–207.
   Web of Science ®Google Scholar
• Stuart, S. (1988). Expanding sequencing, turn-taking, and timing skills through play acting. In S. Blackstone, E. L. Cassatt-James, & D. Bruskin (Eds.), Augmentative communication: Implemen-tation strategies. Rockville, MD: American Speech, Language, and Hearing Association.
   Google Scholar
• Suen, H., & Ary, D. (1989). Analyzing quantitative behavioral observation data. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Tindal, G., & Parker, R. (1987). Direct observation in special edu-cation classrooms: Concurrent use of two instruments and their validation. Journal of Special Education, 21(2), 43–58.
   Web of Science ®Google Scholar
• Ysseldyke, J., Thurlow, M., Christenson, S., & Weiss, J. (1987). Time allocated to instruction of mentally retarded, learning dis-abled, emotionally disturbed, and nonhandicapped elementary students. Journal of Special Education, 21(3), 43-55.Blackstone, S., & McCarthy, J. (1997). For consumers. AAC users and the arts. Augmentative Communication News, /0(5-6), 1–6.
   Google Scholar
• Calculator, S. (1988). Promoting the acquisition and generalization of conversational skills by individuals with severe disabilities. Augmentative and Alternative Communication, 4, 94–103.
   Google Scholar
• Calculator, S. (1996). Introduction. In S. Calculator & C. Jorgensen (Eds.), Including students with severe disabilities in school (pp. xxiii-xxvii). San Diego: Singular.
   Google Scholar
• Calculator, S., & Jorgensen, C. (1991). Integrating AAC instruction into regular education settings: Expounding on best practices. Augmentative and Alternative Communication, 7,204–214.
   Google Scholar
• Curran, C., & Kottenstette, D. (1998, November). Using drama to achieve writing standards in inclusive classrooms. Paper presented at the annual convention of the American Speech-Language-Hearing Association, San Antonio, TX.
   Google Scholar
• Dattilo, J., Light, J., St. Peter, S., & Sheldon, K. (1995). Parent's perspective on leisure patterns of youth using augmentative and alternative communication systems. Therapeutic Recre-ation Journal, 29, 8–17.
   Google Scholar
• Eggen, P., & Kauchak, D. (1994). Educational psychology: Class-room connections. (2nd ed.). Englewood Cliffs, NJ: Macmillan.
   Google Scholar
• Herman, F., & Smith, J. (1988). Accentuate the positive Expres-sive arts for children with disabilities. Toronto: Jimani Publica-tions.
   Google Scholar
• Higgins, J., & Carney, R. (1995). The play's the thing. Communi-cation Outlook, 17(2), 6–8.
   Google Scholar
• Hollowood, T., Salisbury, C., Rainforth, B., & Palombaro, M. (1994). Use of instructional time in classrooms serving students with and without severe disabilities. Exceptional Children, 61, 242–253.
   Google Scholar
• Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D., & Goetz, L. (1994). Evaluating the effects of placement of students with severe disabilities in general education versus special classes. Journal of the Association for Persons with Severe Handicaps, 19, 200–214.
   Web of Science ®Google Scholar
• Jones, K. (1982). Simulations in language teaching. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Jorgensen, C., & Calculator, S. (1996). The evolution of best prac-tices in educating students with severe disabilities. In S. Calcu-lator & C. Jorgensen (Eds.), Including students with severe dis-abilities in school (pp. 1–25). San Diego: Singular.
   Google Scholar
• Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communica-tion systems. Augmentative and Alternative Communication, 5, 137–144.
   Google Scholar
• Light, J., & Binger, C. (1998). Building communicative competence with individuals who use augmentative and alternative commu-nication. Baltimore: Paul H. Brookes.
   Google Scholar
• Light, J., Binger, C., Agate, T., & Ramsay, K. (1999). Teaching partner-focused questions to individuals who use augmentative and alternative communication to enhance their communicative competence. Journal of Speech, Language, and Hearing Research, 42, 241–255.
   PubMed Web of Science ®Google Scholar
• Light, J., Collier, B., & Parnes, P. (1985). Communicative interac-tion between young nonspeaking physically disabled children and their primary caregivers. Augmentative and Alternative Communication, 1, 74–83.
   Google Scholar
• Livingstone, C. (1983). Role play in language learning. London: Longman.
   Google Scholar
• Logan, K., Bakeman, R., & Keefe, E. (1997). Effects of instructional variables on engaged behavior of students with disabilities in general education classrooms. Exceptional Children, 63, 481–497.
   Web of Science ®Google Scholar
• Logan, K., & Keefe, E. (1997). A comparison of instructional con-text, teacher behavior, and engaged behavior for students with severe disabilities in general education and self-contained ele-mentary classrooms. Journal of the Association for Persons with Severe Handicaps, 22, 16–27.
   Google Scholar
• National Organization for Rare Disorders, Inc. (1999). Rare disease database [On-line]. Available: http://www.rarediseases.org/. Raiser, L., & Hinson, S. (1995). Writing plays using creative problem-solving. Teaching Exceptional Children, 27(4), 59–64.
   Google Scholar
• Savignon, S. (1997). Communicative competence theory and classroom practice. New York: McGraw-Hill.
   Google Scholar
• Sindelar, P., Smith, M., Harriman, N., Hale, R., & Wilson, R. (1986). Teacher effectiveness in special education programs. Journal of Special Education, 20, 195–207.
   Web of Science ®Google Scholar
• Stuart, S. (1988). Expanding sequencing, turn-taking, and timing skills through play acting. In S. Blackstone, E. L. Cassatt-James, & D. Bruskin (Eds.), Augmentative communication: Implemen-tation strategies. Rockville, MD: American Speech, Language, and Hearing Association.
   Google Scholar
• Suen, H., & Ary, D. (1989). Analyzing quantitative behavioral observation data. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Tindal, G., & Parker, R. (1987). Direct observation in special edu-cation classrooms: Concurrent use of two instruments and their validation. Journal of Special Education, 21(2), 43–58.
   Web of Science ®Google Scholar
• Ysseldyke, J., Thurlow, M., Christenson, S., & Weiss, J. (1987). Time allocated to instruction of mentally retarded, learning dis-abled, emotionally disturbed, and nonhandicapped elementary students. Journal of Special Education, 21(3), 43–55.
   Web of Science ®Google Scholar