Wegner, JaneMcKim Thomas, Sarah Summer2013-01-202013-01-202012-05-312012http://dissertations.umi.com/ku:12156https://hdl.handle.net/1808/10664Students who use augmentative and alternative communication (AAC) need access to specific vocabulary to participate fully in general education classrooms. To date, there is no research on the vocabulary used in secondary level classrooms. In this study, the vocabulary used by 39 naturally speaking students in 5 secondary level general education classrooms was recorded and analyzed. Teacher vocabulary predictions for each class were collected and compared to recorded vocabulary use. Number of different words used, use of core vs. fringe vocabulary, and teacher prediction abilities varied widely according to several variables including instructional format, subject area, and grade level. Findings suggest higher lexical diversity in non-lecture-based classes and a higher proportion of fringe vocabulary use in social studies courses. More effective teacher prediction appears to be correlated with inclusion of non-curricular fringe terms and use of non-lecture-based instructional formats. These findings illustrate the fact AAC vocabulary use in secondary classrooms is complex and influenced by numerous factors, and the exact nature of these relationships may be clarified by further research. Teacher prediction appears to be a more effective vocabulary selection method for non-lecture-based classes, though further research is needed to confirm this finding.255 pagesenThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.Speech therapySpecial educationSecondary educationAugmentative and alternative communication (AAC)EducationInclusionSecondaryVocabularyThesisopenAccess