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| Leadership: |
Principal Investigator | ||||||||||||||||||
| Specialty Resource Contacts: | Early Intervention and Low Incidence Disabilities
Communication Disorders Augmentative & Alternative Communication |
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| Project/Program/Clinic Contacts: | Design to Learn
REKNEW |
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| Discipline(s): |
Psychology Speech-Language Pathology Human Development/Child Development communication |
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| AUCD Council Membership: |
No Council Membership |
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| Research: | Communication development, Cognitive development, Severe/multiple disabilities, AAC, Assessment
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| Education: | Ph.D. University of Oklahoma: Experimental Psychology
M.S. University of Oklahoma: Experimental Psychology B.S. New College: Experimental Psychology | ||||||||||||||||||
Vita/Bio
Recent Publications (since 2009 only)
Rowland, C. (in press). Using the Online Communication Matrix to Assess Early Communicators who are Deafblind. Deafblind Perspectives.
Rowland, C. (2011). Using the Communication Matrix to Assess Expressive Skills in Early Communicators. Communication Disorders Quarterly, 32(3), 190-201
Rowland, C. (2011). An Invitation to Use a Free Online Assessment Tool for Early Communicators who are Deafblind,. Deafblind International Review,46, 51-55.
Rowland, C. & Fried-Oken, M. (2010) Communication Matrix: A clinical and research assessment tool targeting children with severe communication disorders. Journal of Pediatric Rehabilitation Medicine, 3, 319-329
Rowland, C., Stillman, R. & Mar, H. (2010). Current Assessment Practices for Young Children who are Deafblind. AER Journal, 3 (3), 63-70.
Rowland, C. & Schweigert, P. (2009). Object lessons: how children with autism spectrum disorders use objects to interact with the physical and social environments. Research in Autism Spectrum Disorders, 3, 517-527.
Fried-Oken, M., Rowland, C., Baker, G., Dixon, M., Mills, C., Schultz, D., & Oken, B. (2009). The Effect of Voice Output on AAC-Supported Conversations of Persons with Alzheimer's Disease. ACM Trans. Access. Comput., 1, 3 (Feb. 2009), 1-11.
Fried-Oken, M., Rowland, C. & Gibbons, C. (2009). Providing augmentative and alternative communication treatment to persons with nonfluent progressive aphasia. ASHA-DAAC Perspectives.
Chen, D., Rowland, C. Stillman, R., & Mar, H. (2009). Authentic practices for assessing communication skills of young children with sensory impairments and multiple disabilities. Early Childhood Services, 3 (4), 328-339.
Rowland, C. (2009). The pre-symbolic communicator with ASD. In P. Mirenda & T. Iacono (Eds.) Autism Spectrum Disorders and AAC (pp. 51-81). Baltimore: Paul Brookes.
Rowland, C. www.communicationmatrix.org (online assessment service). Portland, OR: Oregon Health & Science University, 2004, 2009.
Rowland, C. (Ed.) Assessing Communication and Learning in Young Children who are Deafblind or who have Multiple Disabilities. Portland, OR: Oregon Health & Science University, 2009. Retrieve from (web site): http://www.ohsu.edu/oidd/d2l/com_pro/DeafBlindAssessmentGuide.pdf
Current Research Support
R324A090028 (Principal Investigator); 2009-2013. Using the ICF-CY to Guide Communication Instruction for AAC Users (US Dept. Of Education).
H133E080011 (Co-Principal Investigator); 2008-2013. AAC for Persons with Degenerative Language Disorders/ Informing Clinical Practice and Context-sensitive Messaging with RFID Technology (contract through Duke University Medical Center). (US Dept. of Education/NIDRR).
H133G080162 (Co-Principal Investigator); 2008-2011.Systematic Study of the Effectiveness of AAC Intervention to Improve Conversation in Individuals with Degenerative Language Disorders. (US Dept. of Education/NIDRR).
H133G070129 (Principal Investigator); 2007- 2011. A Means of Expression: Online Communication Assessment to Improve Outcomes for Adults with Severe Disabilities (US Dept. of Education/NIDRR
H327A070047 (Principal Investigator); 2007- 2010. Online Communication Assessment to Improve Outcomes for Children with Severe Disabilities (US Dept. of Education/OSERS).
Completed Research Support (since 1999 only)
HD047754-01A1 (Co-Principal Investigator); 2005-2008. AAC Rehabilitation for Conversation in Dementia (NIH Grant #, $275,000 direct). The major goal of this project is to investigate the effect of alternative communication devices on the conversation of persons with moderate dementia. (Fried-Oken PI)
H133A31402 (Co-Principal Investigator); 2007-2008. Determining The Effectiveness of a Collaborative Support Model To Train Community-Based Care Providers How To Implement AAC With Persons Who Have Alzheimer's Disease In Community Settings (US Dept. of Education/NIDRR.
H133G0430176 (Co-Principal Investigator); 2004-2008. AAC Applications in Dementia (US Dept. of Education/NIDRR).
H324D030001 (Principal Investigator); 2004-2009. Validation of Evidence-based Assessment Strategies to Promote Achievement in Children who are Deafblind (U.S. Dept. of Education).
H324R030099 (Principal Investigator); 2003-2007. A Design for Learning: Teaching Communication and Cognitive Skills to Children with Severe Disabilities (U.S. Dept. of Education).
(Co-Principal Investigator); 2004-2005. Communication Devices to Enhance Conversation in Dementia (Oregon Tax Check-off Alzheimer's Research Fund).
H324R990018 (Principal Investigator); 2002-2005. Making the Right to Communicate a Reality for Young Children with Severe and Multiple Disabilities: Outreach III (U.S. Dept. of Education).
H324R990018 (Principal Investigator); 2000-2003. Making the Right to Communicate a Reality for Young Children with Severe and Multiple Disabilities: Outreach II (U.S. Dept. of Education).
H324T990012 (Principal Investigator); 1999-2003. Learning to Learn: (U.S. Dept. of Education).
H324M980032 (Principal Investigator); 1999-2003. Establishing the Foundations for Self-Determination in Young Children with Low-Incidence Disabilities, (U.S. Dept. of Education).
