Speech, Language, and Hearing Sciences
Faculty
Lyle L. Lloyd, Ph.D.
(Professor with joint appointment with Special Education)
Speech-Language Pathology and Audiology
B.S., 1956, Eastern Illinois University
M.A., 1959, University of Illinois
Ph.D., 1965, University of Iowa
Office: BRNG RM 5158
(765)494-7333
lloydaac@purdue.edu
Professor Lloyd is a speech pathologist and an audiologist. His primary clinical research andteaching focus is the area of augmentative and alternative communication (AAC) for individuals with severe communication problems related to physical and/or cognitive disabilities. Lloyd has service, teaching, administrative, and research experience in the public schools, state(MR/DD) facilities, universities, community clinics, and the federal government. In the early 1960s, he developed improved behavioral procedures for assessing the auditory abilities of severely-profoundly retarded and other difficult-to-test individuals. During 1984, Lloyd was a Fulbright Senior Research Scholar in AAC at the University of London. Lloyd is a Fellow of both the American Speech-Language-Hearing Association (ASHA) and the American Association on Mental Retardation (AAMR). He has held numerous elected and appointed offices in several professional organizations including serving as CEC Division for Children with Communication Disorders President, founder and the first chair of the AAMR Communication Disorders Division, and 1978 ASHA Program Committee Chair. He was a founder of the International Society of Augmentative and Alternative Communication (ISAAC), serving as the first Vice President for Publications and then as an Editor of the Journal of Augmentative and Alternative Communication (1986-93). He is the only person to receive the biennial ISAAC Presidents Award twice (1988 and 1998. He also received the ISAAC Distinguished Service Award (1994) making him the only person to receive both of ISAAC’s highest awards for his research and professional leadership in AAC.
RECENT PUBLICATIONS
Schlosser, R. W., & Lloyd, L.L. (1997). Effects of paired-associate learning versus symbol explanations on Blissymbol comprehension and production. Augmentative and Alternative Communication, 13, 226-228.
Koul, R., & Lloyd, L.L. (1998). Comparison of graphic symbol learning in individuals with aphasia and right hemisphere brain damage. Brain and Language, 62, 398-421.
Loncke, F., Clibbens, J., Lloyd, L.L., & Arvidson, H. H. (Eds.) (1999). AAC: New directions in research and practice. London: Whurr Publishers.
Pufpaff, L. A., Bilschak, D. M., & Lloyd, L. L. (2000). Effects of modified orthography on the identification of printed words. American Journal on Mental Retardation, 105, (1), 14-24.
Lloyd, L.L., Fuller, D.R., & Arvidson, H. (1997). Augmentative and AlternativeCommunication. Needham, MA: Allyn & Bacon.
Lloyd, L.L., & Kangas, K.A. (1994). Augmentative and Alternative Communication. In G.H.Shames, E. Wiig, and W. Secord (Eds.) Human Communication Disorders (Fourth Edition). New York: Merrill/Macmillan, pp. 606-657.
Koehler, L.J.S., Lloyd, L.L., & Swanson, L. (1994). Visual similarity between the manual andwritten letters of the English alphabet. Augmentative and Alternative Communication, 10, 87-95.
Schlosser, R.W., & Lloyd, L.L. (1993). Effects of initial element teaching in a story tellingcontext on blissymbol compound acquisition and generalization. Journal of Speech and Hearing Research, 37, 979-995.
Fuller, D.R., & Lloyd, L.L. (1992). Effects of physical configuration on the paired-associatelearning of Blissymbols by preschool children with normal cognitive abilities. The Journal of Speech and Hearing Research, 35, 1376-1383.
Bloomberg, K., Karlan, G.R., & Lloyd, L.L. (1991). The comparative translucency of initiallexical items represented by five graphic symbol systems. Journal of Speech and HearingResearch: 31, 717-725.