This article provides a framework and outline for teaching a foreign language course entirely on-line to college undergraduates. The course uses a distance learning approach that incorporates an electronic messaging system, multimedia, World Wide Web, and Internet assignments. Course structure, pedagogical issues, and one university's experience with on-line courses are discussed as a basis for presenting a working model for teaching foreign languages using on-line technology. Finally, student learning outcomes in on-line and traditional first-year Spanish courses are compared.

A case study design was used to examine the progression of Alternative Augmentative Communication (AAC) interventions including Picture Exchange Communication System (PECS) and the Speech Generating Devices (SGDs) 7-Level Communication Builder and Dynamo . The participant was a preschooler (CA=4:5) who presented with a history of hearing loss and, based on MRI/CT examination, a possible in-utero hypoxic-ischemic event. The goals of reducing maladaptive behaviors, improving receptive language skills , and using an AAC system to request, comment, and respond were achieved. The participant transitioned from using PECS, to using a fixed display and ultimately to using dynamic-display speech generating devices (SGDs). Naturalistic teaching strategies including graduated prompting, mandmodel, and fading were used. Long term follow-up revealed the participant's present ability to communicate effectively without the support of AAC.

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