The Effects Trained Peers Have During Storybook Readings With a Child Who Uses Augmentative and Alternative Communication (AAC)
Date of Graduation
Spring 2006
Degree
Master of Science in Communication Sciences and Disorders
Department
Communication Sciences and Disorders
Committee Chair
Lisa Wood
Abstract
Predicting academic achievement and graduation is a valuable tool for recruitment and advisement of agriculture students. Such data is not known for Missouri State transfer and native agriculture students. Undergraduate degree-seeking agriculture juniors in the fall of 2003 were selected for the study. Of this group, 58 were native students, 32 were transfer students with an associate degree, and 35 were transfer students without an associate degree. Native students cumulative GPA from fall 2003 to summer 2005 at Missouri State University was significantly higher (p<0.05) than students that transferred both with and without an associate degree. There was a significant difference (p<0.001) in graduation rate among the groups. Data suggests the need for increased academic and retention efforts for junior agriculture majors transferring regardless of associate degree attainment.
Keywords
peer modeling, AAC, storybook reading, participation, peer training
Subject Categories
Communication Sciences and Disorders
Copyright
© Sara L. Lucas
Recommended Citation
Lucas, Sara L., "The Effects Trained Peers Have During Storybook Readings With a Child Who Uses Augmentative and Alternative Communication (AAC)" (2006). MSU Graduate Theses. 1932.
https://bearworks.missouristate.edu/theses/1932
Dissertation/Thesis
