The AAC Lab's aim is to improve the efficacy of Augmentative and Alternative Communication intervention for persons with severe speech and language impairment as a result of developmental and acquired conditions. Our research primarily focuses on adults with neurogenic communication disorders such as aphasia and children diagnosed with autism and other developmental disabilities. We study the variables that influence the outcomes of such interventions, including symbol identification, the perception of synthetic speech, dynamic display configurations, and alternative access methods such as eye-tracking and brain-computer interface systems.
Aphasia
Brock, K., Koul, R., Corwin, M., & Schlosser, R. (2017). A comparison of visual scene and grid displays for people with chronic aphasia: A pilot study to improve communication using AAC. Aphasiology, 31(11), 1282-1306.
Brock, K., Koul, R., Corwin, M., & Schlosser, R. (2019). The psychometric properties of the communicative competence scale for individuals with Aphasia using speech generating devices. Aphasiology, 33, 520-543.
Petroi, D., Koul, R., Corwin, M. (2014). Effect of number of graphic symbols, levels, and listening conditions on symbol identification and latency in persons with aphasia. Augmentative and Alternative Communication, 30, 40-54.
Koul, R. K., Corwin, M., & Hayes, S. (2005). Production of graphic symbol sentences by individuals with aphasia: Efficacy of a computer-based augmentative and alternative communication intervention. Brain and Language, 92, 58-77.
Wendt, O., Koul, R.K., & Hassink, J. M. (2008). Time post-onset does not impact response to treatment in patients with chronic aphasia who are ≥ 1 year after stroke. Evidence Based Communication Assessment and Intervention, 2, 199-202.
Koul, R. K., Corwin, M., Nigam, R., & Oetzel, S. (2008). Training individuals with severe Broca’s aphasia to produce sentences using graphic symbols: Implications for AAC intervention. Journal of Assistive Technologies, 2, 23-34.
Koul, R. K., & Lloyd, L. L. (1998). Comparison of graphic symbol learning in individuals with aphasia and right hemisphere brain damage. Brain and Language, 62, 398-421.
Shakila, D., Stockley, N., Wallace, S., & Koul, R. (2019). The effect of augmented input on the auditory comprehension for persons with aphasia: A pilot investigation. Augmentative and Alternative Communication, 35, 148-155.
Synthetic Speech
Koul, R. K., & Hester, K. (2006). Effects of repeated listening experiences on the recognition of synthetic speech by individuals with severe intellectual disabilities. Journal of Speech-Language and Hearing Research, 49, 47-57.
Koul, R. K., & Hanners, J. (1997). Word identification and sentence verification of two synthetic speech systems by individuals with intellectual disabilities. Augmentative and Alternative Communication, 13, 99-107.
Willis, L., Koul, R. K., & Paschall, D. P. (2000). Discourse comprehension of synthetic speech by individuals with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 35, 106-114.
Koul, R.K., & Schlosser, R. (2004) Effects of synthetic speech output in the learning of graphic symbols of varied iconicity. Disability and Rehabilitation, 26, 1278-1285.
Brock, K. L. & Koul, R. (2012).(Commentary authors). (2012). Data suggest that animation assists individuals with intellectual disabilities to guess the meaning of action symbols, but internal validity concerns call these findings into question. Evidence-Based Communication Assessment and Intervention, 5, 159-162.
Autism
Alzrayer, N., Banda, D., Koul, R. (2019).The effects of systematic instruction in teaching multistep social-communication skills to children with autism spectrum disorder using an ipad. Developmental Neurorehabilitation. DOI:10.1080/17518423.2019.1604578.
Schlosser, R. W., Brock, K., Koul, R., & Shane, H., Flynn, s. (2019). Does Animation Facilitate Understanding of Graphic Symbols representing Verbs in Children with Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research, 965-978.
Schlosser, R.W., & Koul, R. (2015). Speech output technologies in interventions for individuals with Autism Spectrum Disorders: A scoping review. Augmentative and Alternative Communication, 31, 285-309.
Koul, R. K., Schlosser, R. W., & Sancibrian, S. (2001). Effects of symbol, referent, and instructional variables on the acquisition of aided and unaided symbols by individuals with autism spectrum disorders. Focus on Autism and Developmental Disabilities, 16, 162-169.
Chavers, T. N., Morris, M., Schlosser, R. W., & Koul, R. (2021). Effects of a systematic augmentative and alternative communication intervention using a speech-generating device on multistep requesting and generic small talk for children with severe autism spectrum disorder. American Journal of Speech-Language Pathology, 30(6), 2476-2491.
Schlosser, R. W., Shane, H. C., Allen, A., Benz, A., Cullen, J., Chiesa, L., Miori-Dineen, L., Koul, R., & Pasupathy, R. (2020). Coaching a school team to implement the Visual Immersion System™ in a classroom for children with Autism Spectrum Disorder :A mixed methods proof-of-concept study. Advances in Neurodevelopmental Disorders. https://doi.org/10.1007/s41252-020-00176-5
Copple, K., Koul, R., Banda, D., Frye, E. (2011). Using video modeling intervention and speech generating devices to teach requesting behaviors to persons with autism. Perspectives on Augmentative and Alternative Communication, 20, 109-113.
Core AAC
Schlosser, R.W., Koul, R. K., & Costello, J. (2007). Asking well built questions for evidence-based practice in AAC. Journal of Communication Disorders, 40, 225-238.
Ratcliff, A., Koul, R. K., & Lloyd, L. L. (2008). Preparation in augmentative and alternative communication: An update for speech-language pathology. American Journal of Speech-Language Pathology, 17, 48-59.
Koul, R. K. & Lloyd, L. L. (1994). Survey of professional preparation in augmentative and alternative communication in speech-language pathology and special education. American Journal of Speech-language Pathology: A Journal of Clinical Practice, 3, 13-22.
Contact the AAC Lab
AAC@utexas.edu
Jesse H. Jones Communication Center
2504 Whitis Ave
Austin, TX 78712
(512) 471-3841