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Augmentative and Alternative Communication Volume 18, 2002 - Issue 2
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Research Article

Selecting graphic symbols for an initial request lexicon: integrative review

Ralf Schlosser Department of Speech-Language, Pathology and Audiology, Northeastern University, Boston, Massachusetts, USA
&
Jeff Sigafoos Department of Special Education, University of Texas at Austin, Austin, Texas, USA
Pages 102-123 | Published online: 12 Jul 2009

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Cindy Gevarter, Mariah Groll, Erin Stone & Adriana Medina Najar. (2021) A parent-implemented embedded AAC intervention for teaching navigational requests and other communicative functions to children with Autism spectrum disorder. Augmentative and Alternative Communication 37:3, pages 180-193.
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Anna A. Allen, Howard C. Shane, Ralf W. Schlosser & Charles W. Haynes. (2021) The effect of cue type on directive-following in children with moderate to severe autism spectrum disorder. Augmentative and Alternative Communication 37:3, pages 168-179.
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Nouf M. Alzrayer, Rashed Aldabas, Abdulkarim Alhossein & Hanan Alharthi. (2021) Naturalistic teaching approach to develop spontaneous vocalizations and augmented communication in children with autism spectrum disorder. Augmentative and Alternative Communication 37:1, pages 14-24.
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Rose A. Sevcik, Andrea Barton-Hulsey, MaryAnn Romski & Amy Hyatt Fonseca. (2018) Visual-graphic symbol acquisition in school age children with developmental and language delays. Augmentative and Alternative Communication 34:4, pages 265-275.
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Ralf W. Schlosser & Rajinder K. Koul. (2015) Speech Output Technologies in Interventions for Individuals with Autism Spectrum Disorders: A Scoping Review. Augmentative and Alternative Communication 31:4, pages 285-309.
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Jennifer J. Thistle & Krista M. Wilkinson. (2015) Building Evidence-based Practice in AAC Display Design for Young Children: Current Practices and Future Directions. Augmentative and Alternative Communication 31:2, pages 124-136.
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Jessica Brown, Amber Thiessen, David Beukelman & Karen Hux. (2015) Noun Representation in AAC Grid Displays: Visual Attention Patterns of People with Traumatic Brain Injury. Augmentative and Alternative Communication 31:1, pages 15-26.
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Ashley C. Harmon, Ralf W. Schlosser, Brian Gygi, Howard C. Shane, Ying-Yee Kong, Lorraine Book, Kelly Macduff & Emilia Hearn. (2014) Effects of Environmental Sounds on the Guessability of Animated Graphic Symbols. Augmentative and Alternative Communication 30:4, pages 298-313.
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Laura Roche, Jeff Sigafoos, Giulio E. Lancioni, Mark F. O’Reilly, Vanessa A. Green, Dean Sutherland, Larah van der Meer, Ralf W. Schlosser, Peter B. Marschik & Chaturi D. Edrisinha. (2014) Tangible Symbols as an AAC Option for Individuals with Developmental Disabilities: A Systematic Review of Intervention Studies. Augmentative and Alternative Communication 30:1, pages 28-39.
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Shakila Dada, Alice Huguet & Juan Bornman. (2013) The Iconicity of Picture Communication Symbols for Children with English Additional Language and Mild Intellectual Disability. Augmentative and Alternative Communication 29:4, pages 360-373.
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Erna Alant, Wenjing Zheng, Michal Harty & Lyle Lloyd. (2013) Translucency Ratings of Blissymbols over Repeated Exposures by Children with Autism. Augmentative and Alternative Communication 29:3, pages 272-283.
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Janice Light & David McNaughton. (2012) Supporting the Communication, Language, and Literacy Development of Children with Complex Communication Needs: State of the Science and Future Research Priorities. Assistive Technology 24:1, pages 34-44.
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Ralf W. Schlosser, Howard Shane, James Sorce, Rajinder Koul & Emma Bloomfield. (2011) Identifying Performing and Under Performing Graphic Symbols for Verbs and Prepositions in Animated and Static Formats: A Research Note. Augmentative and Alternative Communication 27:3, pages 205-214.
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StephenN. Calculator. (2009) Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities. International Journal of Inclusive Education 13:1, pages 93-113.
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Jennifer Stephenson. (2009) Iconicity in the Development of Picture skills: Typical Development and Implications for Individuals with Severe Intellectual Disabilities. Augmentative and Alternative Communication 25:3, pages 187-201.
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Jennifer Stephenson. (2009) Recognition and Use of Line Drawings by Children with Severe Intellectual Disabilities: The Effects of Color and Outline Shape. Augmentative and Alternative Communication 25:1, pages 55-67.
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Ravi Nigam, Ralf W. Schlosser & Lyle L. Lloyd. (2006) Concomitant use of the matrix strategy and the mand-model procedure in teaching graphic symbol combinations. Augmentative and Alternative Communication 22:3, pages 160-177.
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Ralf W Schlosser & Parimala Raghavendra. (2004) Evidence-Based Practice in Augmentative and Alternative Communication. Augmentative and Alternative Communication 20:1, pages 1-21.
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Kris L. Brock, Jamie Zolkoske, Alycia Cummings & Diane A. Ogiela. (2022) The Effects of Symbol Format and Psycholinguistic Features on Receptive Syntax Outcomes of Children Without Disability. Journal of Speech, Language, and Hearing Research 65:12, pages 4741-4760.
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Tiffany N. Chavers, Madison Morris, Ralf W. Schlosser & Rajinder Koul. (2021) Effects of a Systematic Augmentative and Alternative Communication Intervention Using a Speech-Generating Device on Multistep Requesting and Generic Small Talk for Children With Severe Autism Spectrum Disorder. American Journal of Speech-Language Pathology 30:6, pages 2476-2491.
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