淘料视频

Associate Professor Sally Clendon staff profile picture

Contact details +6492136537

Associate Professor Sally Clendon BSLT(Hons), MSLT, PhD

Associate Professor in Speech and Language Therapy

Doctoral Supervisor
Institute of Education

Sally has held several key roles within the AAC or broader disability field. This included being a Vice President of the Executive Board of the International Society for Augmentative and Alternative Communication (ISAAC) (2016-2021); a Scientific Co-Chair of the ISAAC Conference (2018) and ISAAC Connect Virtual Event (2021), and a member of the Living Guidelines Group (LGG) for the New Zealand Autism Spectrum Disorder (ASD) Guideline. Sally is as an Associate Editor of the AAC journal. In addition, Sally delivers workshops nationally and internationally with a focus on empowering communication partners to create optimal language and learning environments. 

Sally is passionate about access to the curriculum and to literacy learning for children with complex communication needs who use augmentative and alternative communication (AAC). Sally teaches the Year 3 paper on AAC and coordinates the Postgraduate Programmes in Speech and Language Therapy. 

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Professional

Qualifications

  • Bachelor of Speech Language Therapy (Second Class Honours) - University of Canterbury (1999)
  • Master of Speech Language Therapy (Distinction) - University of Canterbury (2002)
  • Doctor of Philosophy - University of North Carolina (2006)

Certifications and Registrations

  • Licence, Supervisor, 淘料视频

Research Expertise

Research Interests

Sally's research interests are focused around access to the curriculum and to literacy learning for children who use augmentative and alternative communication. Sally is working with the Better Start Literacy Approach team to assist with the adaptation of the assessment and instructional approach for children with complex communication and learning needs. In addition, she is partnering with colleagues from Griffith University in Australia (Marleen Westerveld, Jessica Paynter) on research exploring the literacy learning profiles of children on the autism spectrum. Sally and her colleague Elizabeth Doell also have an established research partnership. Their research is focused on the development of valid and authentic tools for profiling and monitoring language, communication, learning, participation, and wellbeing as well as the development of resources for supporting teachers to enhance language and learning at the universal classroom level.

Thematics

21st Century Citizenship

Area of Expertise

Field of research codes
Education (130000): Special Education and Disability (130312): Specialist Studies in Education (130300)

Keywords

Literacy

Augmentative and Alternative Communication

Research Outputs

Journal

Koppenhaver, DA., Erickson, KA., Vanderheiden, GC., Higginbotham, DJ., Mathy, P., Kraat, A., . . . Romski, MA. (2024). Still having his say: David Yoder’s legacy in AAC. AAC: Augmentative and Alternative Communication. 40(2), 69-73
[Journal article]Authored by: Clendon, S.
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Barnes, H., Miles, A., & Clendon, S. (2024). Capturing communication: introducing a new communication classification system for adults with intellectual disabilities. Journal of Clinical Practice in Speech-Language Pathology. 25(1), 12-16 Retrieved from https://www.tandfonline.com/doi/full/10.1080/22087168.2023.12370381
[Journal article]Authored by: Clendon, S.
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Walker, S., Clendon, S., Paynter, J., Flückiger, B., Bowen, R., Sullivan, R., . . . Westerveld, M. (2023). Observing the classroom literacy environment of children on the autism spectrum in specialist classrooms. Australian Journal of Education. 67(1), 28-45
[Journal article]Authored by: Clendon, S.
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Bayldon, H., Clendon, S., & Doell, E. (2023). Shared Storybook Intervention for Children with Complex Physical, Cognitive and Sensory Needs Who Use Partner-Assisted Scanning. International Journal of Disability, Development and Education. 70(5), 751-768
[Journal article]Authored by: Clendon, S., Doell, E.
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Young, A., Clendon, S., & Doell, E. (2023). Exploring augmentative and alternative communication use through collaborative planning and peer modelling: a descriptive case-study. International Journal of Inclusive Education. 27(6), 755-770
[Journal article]Authored by: Clendon, S., Doell, E.
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Bowden, N., Gibb, S., Audas, R., Clendon, S., Dacombe, J., Kokaua, J., . . . Taylor, BJ. (2022). Association between High-Need Education-Based Funding and School Suspension Rates for Autistic Students in New Zealand. JAMA Pediatrics. 176(7), 664-671
[Journal article]Authored by: Clendon, S.
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Makker, L., Clendon, S., & Doell, E. (2022). Speech-language pathologists’ perspectives of communication strategies for young people in the New Zealand youth justice system. International Journal of Speech-Language Pathology. 24(6), 585-595
[Journal article]Authored by: Clendon, S., Doell, E., Makker, L.
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Clendon, S., Paynter, J., Walker, S., Bowen, R., & Westerveld, MF. (2021). Emergent literacy assessment in children with autism spectrum disorder who have limited verbal communication skills: A tutorial. Language, Speech, and Hearing Services in Schools. 52(1), 165-180
[Journal article]Authored by: Clendon, S.
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van Wyk, J., Tonks, J., de Graaf, S., Clendon, S., & Budd, J. (2020). Exploring the New Zealand Child and Youth Profile (NZCYP) as a tool for collaborative educational planning: Stakeholder perspectives. Kairaranga. 21(2), 3-14 Retrieved from https://kairaranga.ac.nz/index.php/k/article/view/328
[Journal article]Authored by: Clendon, S.
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Heath, S., Clendon, S., & Hunter, R. (2020). Fit for Educational Purpose? The Findings of a Mixed Methods 淘料视频 of Nurses’ Decisions to Participate in Professional Development and Recognition Programmes. Scope: Contemporary Research Topics (Health and Wellbeing). 5, 50-59 Retrieved from https://www.thescopes.org/journal/health-and-wellbeing/health-and-wellbeing-5/international-emerging-fashion-a-photography-project-by-communication-design-students-2
[Journal article]Authored by: Clendon, S.
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Pretorius, E., Clendon, S., & McLaughlin, T. (2020). Parent perspectives on receiving support for enhancing parent-child interactions. Journal of Clinical Practice in Speech-Language Pathology. 22(2), 74-78 Retrieved from https://speechpathologyaustralia.cld.bz/JCPSLP-Vol-22-No-2-2020
[Journal article]Authored by: Clendon, S., McLaughlin, T.
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Aspden, K., Baxter, SM., Clendon, S., & McLaughlin, TW. (2022). Identification and Referral for Early Intervention Services in New Zealand: A Look at Teachers’ Perspectives – Past and Present. Topics in Early Childhood Special Education. 41(4), 294-306
[Journal article]Authored by: Aspden, K., Clendon, S., McLaughlin, T.
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Bayldon, H., & Clendon, SA. (2017). Partner assisted scanning: Enable the unexpected. Journal of Clinical Practice in Speech-Language Pathology. 19(3), 142-150
[Journal article]Authored by: Clendon, S.
Cope, PY., Clendon, S., & Nicholson, T. (2017). The multiple mini-interview: A possible solution to problems associated with the interview processes for a selected entry allied health program. Journal of Allied Health. 46(4), e91-e95
[Journal article]Authored by: Clendon, S.
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Doell, E., & Clendon, S. (2018). Upholding the human right of children in New Zealand experiencing communication difficulties to voice their needs and dreams. International Journal of Speech-Language Pathology. 20(1), 152-156
[Journal article]Authored by: Clendon, S., Doell, E.
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Clendon, SA. (2017). Informational text reading interventions for elementary students with learning disabilities — Encouraging findings thus far but additional research is needed<sup>1</sup>. Evidence-Based Communication Assessment and Intervention. 11(3-4), 114-118
[Journal article]Authored by: Clendon, S.
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McLaughlin, T., Budd, JM., & Clendon, S. (2017). The child and youth profile: A toolkit to facilitate cross-disciplinary educational planning. Kairaranga. 18(1), 3-11
[Journal article]Authored by: Clendon, S., McLaughlin, T.
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Behnami, P., & Clendon, SA. (2015). Early intervention and AAC: Research and expert recommendations. Journal of Clinical Practice in Speech Language Pathology. 17(3), 134-139 Retrieved from https://www.speechpathologyaustralia.org.au/Journal_of_Clinical_Practice.aspx
[Journal article]Authored by: Clendon, S.
Clendon, SA., Erickson, K., van Rensburg, RJ., & Amm, J. (2014). Shared storybook reading – An authentic context for developing literacy, language, and communication skills. Perspectives on Augmentative and Alternative Communication. 23, 182-191
[Journal article]Authored by: Clendon, S.
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Clendon, SA., Sturm, JM., & Cali, KS. (2013). Vocabulary use across genres: Implications for students with complex communication needs. Language, Speech, and Hearing Services in Schools. 44(1), 61-72
[Journal article]Authored by: Clendon, S.
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Clendon, S., & Westerveld, M. (2012). Comparing spoken and written vocabulary use in typically developing children: Informing vocabulary selection for children with complex communication needs. Journal of Clinical Practice in Speech-Language Pathology. 14(2: Complex Communication Needs), 69-71 Retrieved from http://www.speechpathologyaustralia.org.au/
[Journal article]Authored by: Clendon, S.
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Clendon, SA. (2011). Literacy interventions for students who use aided augmentative and alternative communication: More work to be done. Evidence-Based Communication Assessment and Intervention. 5(3), 138-143
[Journal article]Authored by: Clendon, S.
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Clendon, SA. (2011). The syntax of beginning writers: Implications for children with complex communication needs. New Zealand Journal of Speech-Language Therapy. 66, 5-23
[Journal article]Authored by: Clendon, S.
Anderson, K., Balandin, S., & Clendon, S. (2011). "He cares about me and i care about him." Children's experiences of friendship with peers who use AAC. AAC: Augmentative and Alternative Communication. 27(2), 77-90
[Journal article]Authored by: Clendon, S.
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Erickson, KA., Hatch, P., & Clendon, S. (2010). Literacy, assistive technology, and students with significant disabilities. Focus on Exceptional Children. 42(5), 1-16
[Journal article]Authored by: Clendon, S.
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Crestani, CAM., Clendon, SA., & Hemsley, B. (2010). Words needed for sharing a story: Implications for vocabulary selection in augmentative and alternative communication. Journal of Intellectual and Developmental Disability. 35(4), 268-278
[Journal article]Authored by: Clendon, S.
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Clendon, SA., & Erickson, K. (2009). Effective literacy instruction for individuals with complex communication needs. ACQuiring Knowledge in Speech, Language, and Hearing. 11(2), 77-80
[Journal article]Authored by: Clendon, S.
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Clendon, SA. (2008). Internet-based instructional program is an effective means of teaching young adults who use augmentative and alternative communication to use a social problem-solving strategy to respond to hypothetical scenarios. Evidence-Based Communication Assessment and Intervention. 2(2), 92-95
[Journal article]Authored by: Clendon, S.
Clendon, SA., & Erickson, KA. (2008). The vocabulary of beginning writers: Implications for children with complex communication needs. AAC: Augmentative and Alternative Communication. 24(4), 281-293
[Journal article]Authored by: Clendon, S.
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Erickson, KA., Clendon, SA., Cunningham, JW., Spadorcia, S., Koppenhaver, DA., Sturm, J., . . . Yoder, DE. (2008). Automatic word recognition: The validity of a universally accessible assessment task. AAC: Augmentative and Alternative Communication. 24(1), 64-75
[Journal article]Authored by: Clendon, S.
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Clendon, S., Gillon, G., & Yoder, D. (2005). Initial insights into phoneme awareness intervention for children with complex communication needs. International Journal of Disability, Development and Education. 52(1), 7-31
[Journal article]Authored by: Clendon, S.
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Sturm, JM., & Clendon, SA. (2004). Augmentative and Alternative Communication, Language, and Literacy: Fostering the Relationship. Topics in Language Disorders. 24(1), 76-91
[Journal article]Authored by: Clendon, S.
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Clendon, S., Flynn, MC., & Coombes, T. (2003). Facilitating speech and language development in children with cochlear implants using computer technology. Cochlear Implants International. 4(3), 119-136
[Journal article]Authored by: Clendon, S.
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Book

Anderson, K., & Clendon, S. (2024). Design considerations in augmentative and alternative communication. In Perspectives: Assistive Technology in Limited Resource Settings. : NISH in collaboration with Department of Social Justice, Government of Kerala, India
[Chapter]Authored by: Clendon, S.
Clendon, S., & Erickson, K. (2023). Supporting Language and Literacy Learning for Children Who use AAC. In Clinical Cases in Augmentative and Alternative Communication. (pp. 62 - 79).
[Chapter]Authored by: Clendon, S.
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Doell, E., & Clendon, SA. (2017). Coming to know the lived experiences of two young boys with speech, language, and communication needs. In J. Berman, & J. MacArthur (Eds.) Student perspectives on school: Informing inclusive practice. (pp. 129 - 146). : Brill Sense Publishing
[Chapter]Authored by: Clendon, S., Doell, E.
Clendon, SA. (2017). Phonological awareness of children with complex communication needs. In G. Gillon (Ed.) Phonological Awareness From Research to Practice. (pp. 212 - 225). New York: Guilford Publications
[Chapter]Authored by: Clendon, S.
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Clendon, SA., & Anderson, K. (2016). Syntax and morphology in aided language development. In MM. Smith, & J. Murray (Eds.) The silent partner? Language, interaction, and aided communication. (pp. 119 - 140). : J & R Press
[Chapter]Authored by: Clendon, S.

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Erickson, KA., & Clendon, SA. (2009). Addressing the literacy demands of the curriculum for beginning readers and writers. In G. Soto, & C. Zangari (Eds.) Practically Speaking. (pp. 195 - 216). Baltimore, MD: Brookes Publishing co.
[Chapter]Authored by: Clendon, S.

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Thesis

Clendon, SA. (2006). The language of beginning writers: implications for children with complex communication needs. (Doctoral Thesis, University of North Carolina at Chapel Hill)
[Doctoral Thesis]Authored by: Clendon, S.

Conference

Ho, E., Doell, E., & Clendon, S.The cultural practice framework: a tool to support practitioners to engage and explore a family’s cultural values.. . Sydney Australia
[Conference Paper]Authored by: Clendon, S., Doell, E.
Doell, E., & Clendon, S.A research informed toolkit for classroom-based language support: Teachers tell us what works.. . Adelaide
[Conference Paper]Authored by: Clendon, S., Doell, E.
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Farrall, J., & Clendon, SA.Never too late: Teaching for success. . Melbourne, Australia
[Conference Paper]Authored by: Clendon, S.
Clendon, SA.Reading for meaning: Comprehension instruction for children with CCN. . Melbourne, Australia
[Conference Paper]Authored by: Clendon, S.
Bayldon, H., & Clendon, SA.Partner assisted scanning: Enable the unexpected. . Melbourne, Australia
[Conference Paper]Authored by: Clendon, S.

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Amm, J., & Clendon, SA.Kiwichat Camp: Experiences of children with complex communication needs and their family/whanau. . Auckland, New Zealand
[Conference Paper]Authored by: Clendon, S.
Clendon, SA.Optimising language and literacy environments for children with complex communication needs. . Auckland, New Zealand
[Conference Paper]Authored by: Clendon, S.
Doell, E., & Clendon, SA.Beyond the impairment: An ecological assessment protocol for children with communication difficulties. . Melbourne, Australia
[Conference Paper]Authored by: Clendon, S., Doell, E.
Doell, E., & Clendon, SA.Opportunities and challenges for SLTs working in classroom contexts. . Christchurch, New Zealand
[Conference Paper]Authored by: Clendon, S., Doell, E.
Farrall, J., & Clendon, SA.There is no can’t: AAC, literacy, and meeting complex communication needs. . Lisbon, Portugal
[Conference Paper]Authored by: Clendon, S.
Von Tetzchner, S., Almedia, MA., Basil, C., Batorowicz, B., Clendon, SA., Deliberato, D., . . . Yang, C.The development of communicative problem solving in aided and naturally speaking communicators aged 5–15 years. . Lisbon, Portugal
[Conference Paper]Authored by: Clendon, S.
Doell, E., & Clendon, SA.(2014). A partnership approach for classroom-based language support: Creating optimal language and learning environments. Paper presented at the meeting of Conference Programme. Royal Children's Hospital, Melbourne
[Conference Paper]Authored by: Clendon, S., Doell, E.
Wright, J., Clendon, SA., & Mentis, M.(2014). Emergent literacy practices for preschool children with Autism Spectrum Disorders. Paper presented at the meeting of Final Programme and Abstracts Book. Wellington
[Conference Paper]Authored by: Clendon, S., Mentis, M.
Cope, ., Clendon, SA., & Nicholson, T. (2014). Impressions of multi-station SLT admissions interview: An innovative approach. Poster session presented at the meeting of New Zealand Speech-Language Therapists' Association. Wellington
[Conference Poster]Authored by: Clendon, S.
Anderson, K., Balandin, S., Clendon, S., & Hemsley, B.(2010). He's just a nice guy: Experiences of friendship with children who use AAC. Paper presented at the meeting of The 14th Biennial Conference of the International Society for Augmentative and Alternative Communication. Barcelona, Spain
[Conference Paper]Authored by: Clendon, S.
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Von Tetzchner, S., Almeida, M., Balandin, S., Basil, C., Batorowicz, B., Clendon, S., . . . Yang, C.(2010). The system and histories of children developing aided communication. Paper presented at the meeting of International society of augmentative and alternative communication. Barcelona, Spain
[Conference Paper]Authored by: Clendon, S.
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Clendon, SA., Westerveld, MF., & Gillon, GT.(2010). Comparing spoken and written vocabulary use in typically developing New Zealand children. Paper presented at the meeting of New Zealand Speech-Language Therapists' Association conference "Practice Worth Spreading". Wellington, New Zealand
[Conference Paper]Authored by: Clendon, S.
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Anderson, K., Balandin, S., Clendon, SA., & Hemsley, B.(2009). Friendships with children who use AAC. Paper presented at the meeting of 2nd Asia Pacific Regional Congress: International Association for the Scientific 淘料视频 of Intellectual Disabilities. Singapore
[Conference Paper]Authored by: Clendon, S.
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Anderson, K., Balandin, S., Clendon, SA., & Hemsley, B.(2009). Validation and feedback in qualitative research with children. Paper presented at the meeting of International Association for the Scientific 淘料视频 of Intellectual Disabilities (IASSID). Singapore
[Conference Paper]Authored by: Clendon, S.
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Crestani, C., Clendon, SA., Balandin, S., & Hemsley, B.(2009). The power of words: the vocabulary that young children need to share stories. Paper presented at the meeting of AGOSCI (Australian Group on Severe Communication Impairment) 9th Biennial National Conference. Canberra, Australia
[Conference Paper]Authored by: Clendon, S.
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Anderson, K., Balandin, S., Clendon, SA., & Hemsley, B.(2009). Validating disseminating qualitative research results for young participants. Paper presented at the meeting of International Cerebral Palsy Conference. Sydney, Australia
[Conference Paper]Authored by: Clendon, S.
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Crestani, C., Clendon, SA., Hemsley, B., & Balandin, S.(2009). Words needed for sharing a story: implications for vocabulary selection in augmentative and alternative communication. Paper presented at the meeting of Speech pathology Australia. Adelaide Australia
[Conference Paper]Authored by: Clendon, S.
Read Abstract: abstract icon
Anderson, K., Balandin, S., & Clendon, SA.(2008). Friendship experiences with children who use augmentative and alternative communication. Paper presented at the meeting of 13th Biennial Conference ISAAC - International Society for Augmentative and Alternative Communication. Montreal, Canada
[Conference Paper]Authored by: Clendon, S.
Clendon, SA., Wilkins, D., & McAfoose, L.(2008). A lexical analysis of the different text genres generated by typically developing beginning writers. Paper presented at the meeting of 13th Biennial Conference ISAAC - International Society for Augmentative and Alternative communication. Montreal, Canada
[Conference Paper]Authored by: Clendon, S.
Crestani, C., Clendon, SA., & Balandin, S.(2008). Children with complex communication needs - they need words for storytelling too!. Paper presented at the meeting of 13th Biennial Conference ISAAC - International society for augmentative and alternative communication. Montreal, Canada
[Conference Paper]Authored by: Clendon, S.
Clendon, SA., Wilkins, D., & McAfoose, L.(2008). Word, phrase, genre: A lexical analysis of the different discourse texts generated by beginning writers. Paper presented at the meeting of Reflecting Connections. Auckland, NZ
[Conference Paper]Authored by: Clendon, S.
Clendon, SA.(2007). The vocabulary and syntax of beginning writers: AAC implications. Paper presented at the meeting of National Conference Speech Pathology Australia. Sydney, NSW
[Conference Paper]Authored by: Clendon, S.
Clendon, SA.(2007). What can we learn from beginning writers:. Paper presented at the meeting of National AGOSCI Conference. Melbourne, Vic
[Conference Paper]Authored by: Clendon, S.
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Teaching and Supervision

Contact Supervisor

Summary of Doctoral Supervision

Position Current Completed
Main Supervisor 2 1
Co-supervisor 2 2

Current Doctoral Supervision

Main Supervisor of:

  • Tamara Dahm - Doctor of Philosophy
    Collaboration between teachers and speech language therapists to positively impact children with language-related literacy needs.
  • Joanne Van Wyk - Doctor of Philosophy
    The immediate and ongoing information needs of individuals diagnosed with FASD and the families and professionals who support them: Stakeholder perceptions and experiences of information seeking, finding and sharing.

Co-supervisor of:

  • Claire Knight - Doctor of Philosophy
    Deconstructing and Reconstructing Reading Comprehension :Addressing Comprehension Challenges in Upper Primary Years 4-8
  • Estelle Pretorius - Doctor of Philosophy
    Exploring web-based collaborative training and coaching supports for primary caregivers and kaiako to promote the early engagement and communication of autistic toddlers and preschoolers.

Completed Doctoral Supervision

Main Supervisor of:

  • 2023 - Samantha Brydon - Doctor of Philosophy
    Empowering parents to use a core board with children who have complex communication needs: A multiple case study design

Co-supervisor of:

  • 2019 - Susan Bisschoff - Doctor of Philosophy
    Dynamic assessment as an early screening tool for identifying New Zealand children at risk of reading difficulty upon school entry
  • 2018 - Samantha Heath - Doctor of Education
    Explaining nurses鈥� decisions to participate in a Professional Development and Recognition Programme: A mixed methods study