Christine Holyfield

Assistant Professor

University of Arkansas

United States

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Christine Holyfield is an Assistant Professor at the University of Arkansas. Her research areas include augmentative and alternative communication (AAC), literacy instruction, and the efficacy of AI in therapy assessments. She has contributed to several articles focusing on the impact of AAC interventions, collaboration in literacy support, and the challenges faced by individuals using AAC. Dr. Holyfield's work aims to enhance communication and literacy outcomes for individuals with developmental disabilities.

Articles (22)

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2020

Collaborators (7)

Brenna Griffen

Assistant Professor

Louisiana State University in Shreveport

UNITED STATES

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Kathryn D. R. Drager

Pennsylvania State University

UNITED STATES

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Nicolette Caldwell

University of Arkansas

UNITED STATES

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Lauramarie Pope

Assistant Professor

Auburn University

UNITED STATES

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Janice C. Light

Pennsylvania State University

UNITED STATES

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David McNaughton

Professor

Pennsylvania State University

UNITED STATES

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Suzanne Kucharczyk

University of Arkansas

UNITED STATES

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Christine Holyfield

Research Interests

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Articles (22)

The feasibility of just-in-time programming of visual scene displays on mobile technology in AAC intervention for adult beginning communicators

Overcoming barriers to literacy for individuals who need or use AAC: lived experiences, key research findings, and future directions

Effect of AAC intervention on communication within social routines from preschool-age emerging symbolic communicators with developmental disabilities

“It's a Lot of Collaboration”: Related Service Providers Supporting Literacy Instruction for Learners Who Use Augmentative and Alternative Communication

External challenges for individuals who need or use AAC who are learning language: lived experiences, key research findings, and future directions

Future of AAC technologies: priorities for inclusive innovation

Effect of AAC technology with embedded literacy supports on the participation of children who are emerging symbolic communicators during shared reading

Effect of explicit literacy instruction on letter-sound correspondence acquisition for a child with cerebral palsy who uses AAC eye gaze

Accessible Literacy for Emerging Communicators: A Proposed Model and Case Application With Children on the Autism Spectrum

Evaluating Artificial Intelligence on the Efficacy of Preference Assessments for Preservice Speech-Language Pathologists

Leveraging Communication Partner Speech to Automate Augmented Input for Children on the Autism Spectrum Who Are Minimally Verbal: Prototype Development and Preliminary Efficacy Investigation

Effects of an AAC feature on decoding and encoding skills of adults with Down syndrome

Effect of Low-Tech Augmentative and Alternative Communication Intervention on Intentional Triadic Gaze as Alternative Access by School-Age Children With Multiple Disabilities

Effects of an Augmentative and Alternative Communication Technology Decoding Feature on Single-Word Reading by Individuals With Down Syndrome and Limited Functional Speech

Effects of High-tech Versus Low-tech AAC on Indices of Happiness for School-aged Children with Multiple Disabilities

Increasing linguistic and prelinguistic communication for social closeness during naturalistic AAC instruction with young children on the autism spectrum

Effects of Interaction Approaches and Added High-Tech Augmentative and Alternative Communication on Prelinguistic and Linguistic Communication from School-Age Beginning Communicators.

A Scoping Review of Research Evaluating Physiological Information for Individuals With Developmental Disabilities: Augmentative and Alternative Communication Research Considerations

Integrating familiar listeners and speech recognition technologies into augmentative and alternative communication intervention for adults with down syndrome: Descriptive exploration

Comparative Effects of Picture Symbol With Paired Text and Text-Only Augmentative and Alternative Communication Representations on Communication From Children With Autism Spectrum Disorder

Typical preschoolers’ perceptions of augmentative and alternative communication modes of a preschooler with autism spectrum disorder

Effect of AAC technology with dynamic text on the single-word recognition of adults with intellectual and developmental disabilities

Collaborators (7)

Brenna Griffen

Kathryn D. R. Drager

Nicolette Caldwell

Lauramarie Pope

Janice C. Light

David McNaughton

Suzanne Kucharczyk

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