Research note: Bridging the gaps between the theory and practice of nonprofit operating reserves

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

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Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac21.3.74 ◽

2012 ◽

Vol 21 (3) ◽

pp. 74-81 ◽

Cited By ~ 9

Author(s):

Debbie Witkowski ◽

Bruce Baker

Keyword(s):

Communication Skills ◽

High Performance ◽

Theory And Practice ◽

Written Communication ◽

Academic Tasks ◽

Meaningful Participation ◽

Core Theory ◽

Communication Needs ◽

Core Vocabulary ◽

Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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