Citations (70)
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Gloria Soto, Michael T. Clarke & Gat Savaldi-Harussi. (2023) Relationship between lexicon and grammar in children and youth who use augmentative and alternative communication. Augmentative and Alternative Communication 39:4, pages 293-301.
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Ann Sutton, Natacha Trudeau, Jill P. Morford, Martine M. Smith & Marie-Ève Mascolo. (2022) Expressive and receptive performance with graphic symbol sentences by individuals who use aided communication. Augmentative and Alternative Communication 38:3, pages 135-147.
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Marika R. King & Gloria Soto. (2022) Code-switching using aided AAC: toward an integrated theoretical framework. Augmentative and Alternative Communication 38:1, pages 67-76.
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Brittney Cooper, Gloria Soto & Michael T. Clarke. (2021) Prompting for repair as a language teaching strategy for augmentative and alternative communication. Augmentative and Alternative Communication 37:4, pages 251-260.
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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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Shakila Dada, Cathy Flores, Kirsty Bastable & Ralf W. Schlosser. (2021) The effects of augmentative and alternative communication interventions on the receptive language skills of children with developmental disabilities: A scoping review. International Journal of Speech-Language Pathology 23:3, pages 247-257.
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Ann Sutton, Natacha Trudeau, Jill P. Morford & Martine M. Smith. (2021) Expressive and receptive use of speech and graphic symbols by typically developing children: What skills contribute to performance on structured sentence-level tasks?. International Journal of Speech-Language Pathology 23:2, pages 155-167.
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Jocelyn Mngomezulu, Kerstin M. Tönsing, Shakila Dada & Nomadlozi B. Bokaba. (2019) Determining a Zulu core vocabulary for children who use augmentative and alternative communication. Augmentative and Alternative Communication 35:4, pages 274-284.
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Gat Savaldi-Harussi, Lyle Lustigman & Gloria Soto. (2019) The emergence of clause construction in children who use speech generating devices. Augmentative and Alternative Communication 35:2, pages 109-119.
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Cathy Binger, Kaethe Richter, Allyson Taylor, Emily K. Williams & Ashley Willman. (2019) Error patterns and revisions in the graphic symbol utterances of 3- and 4-year-old children who need augmentative and alternative communication. Augmentative and Alternative Communication 35:2, pages 95-108.
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Gloria Soto & Michael T. Clarke. (2018) Conversation-based intervention for adolescents using augmentative and alternative communication. Augmentative and Alternative Communication 34:3, pages 180-193.
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Gat Savaldi-Harussi & Gloria Soto. (2018) Early verbal categories and inflections in children who use speech-generating devices. Augmentative and Alternative Communication 34:3, pages 194-205.
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Beata Batorowicz, Gillian King, Freda Vane, Madhu Pinto & Parimala Raghavendra. (2017) Exploring validation of a graphic symbol questionnaire to measure participation experiences of youth in activity settings. Augmentative and Alternative Communication 33:2, pages 97-109.
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Michael T. Clarke, Gloria Soto & Keith Nelson. (2017) Language learning, recasts, and interaction involving AAC: background and potential for intervention. Augmentative and Alternative Communication 33:1, pages 42-50.
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Carla Wood, Allyssa Appleget & Sara Hart. (2016) Core vocabulary in written personal narratives of school-age children. Augmentative and Alternative Communication 32:3, pages 198-207.
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Beata Batorowicz, Kristine Stadskleiv, Stephen von Tetzchner & Cheryl Missiuna. (2016) Children Who Use Communication Aids Instructing Peer and Adult Partners During Play-Based Activity. Augmentative and Alternative Communication 32:2, pages 105-119.
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Martine M. Smith. (2015) Language Development of Individuals Who Require Aided Communication: Reflections on State of the Science and Future Research Directions. Augmentative and Alternative Communication 31:3, pages 215-233.
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Marika R. King, Cathy Binger & Jennifer Kent-Walsh. (2015) Using Dynamic Assessment to Evaluate the Expressive Syntax of Children who use Augmentative and Alternative Communication. Augmentative and Alternative Communication 31:1, pages 1-14.
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Barry T. Wagner & Lauren A. Shaffer. (2015) Identifying, locating, and sequencing picture communication symbols: Contributions from developmental visuospatial and temporal memory. Evidence-Based Communication Assessment and Intervention 9:1, pages 21-42.
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Kerstin M. Tönsing, Shakila Dada & Erna Alant. (2014) Teaching Graphic Symbol Combinations to Children with Limited Speech During Shared Story Reading. Augmentative and Alternative Communication 30:4, pages 279-297.
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Natacha Trudeau, Ann Sutton & Jill P. Morford. (2014) An Investigation of Developmental Changes in Interpretation and Construction of Graphic AAC Symbol Sequences through Systematic Combination of Input and Output Modalities. Augmentative and Alternative Communication 30:3, pages 187-199.
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Elena Dukhovny & Gloria Soto. (2013) Speech Generating Devices and Modality of Short-term Word Storage. Augmentative and Alternative Communication 29:3, pages 246-258.
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Carol Sacchett & Maria Black. (2011) Drawing as a window to event conceptualisation: Evidence from two people with aphasia. Aphasiology 25:1, pages 3-26.
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Catherine-Ann M. Crestani, Sally A. Clendon & Bronwyn Hemsley. (2010) Words needed for sharing a story: Implications for vocabulary selection
in augmentative and alternative communication. Journal of Intellectual & Developmental Disability 35:4, pages 268-278.
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Hans Van Balkom & Ludo Verhoeven. (2010) Literacy Learning in Users of AAC: A Neurocognitive Perspective. Augmentative and Alternative Communication 26:3, pages 149-157.
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Natacha Trudeau, Jill P. Morford & Ann Sutton. (2010) The Role of Word Order in the Interpretation of Canonical and Non-Canonical Graphic Symbol Utterances: A Developmental Study
. Augmentative and Alternative Communication 26:2, pages 108-121.
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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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Cathy Binger & Janice Light. (2008) The Morphology and Syntax of Individuals who use AAC: Research Review and Implications for Effective Practice. Augmentative and Alternative Communication 24:2, pages 123-138.
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Cathy Binger & Janice Light. (2007) The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication 23:1, pages 30-43.
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Joan Bruno & David Trembath. (2006) Use of aided language stimulation to improve syntactic performance during a weeklong intervention program. Augmentative and Alternative Communication 22:4, pages 300-313.
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Gloria Soto, Elizabeth Hartmann & David P. Wilkins. (2006) Exploring the elements of narrative that emerge in the interactions between an 8-year-old child who uses an AAC device and her teacher. Augmentative and Alternative Communication 22:4, pages 231-241.
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Teresa A Iacono. (2004) Accessible Reading Intervention: A Work in Progress. Augmentative and Alternative Communication 20:3, pages 179-190.
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Cynthia J Cress & Christine A Marvin. (2003) Common Questions about AAC Services in Early Intervention. Augmentative and Alternative Communication 19:4, pages 254-272.
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Susan Blockberger & Judith R Johnston. (2003) Grammatical Morphology Acquisition by Children with Complex Communication Needs. Augmentative and Alternative Communication 19:4, pages 207-221.
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Articles from other publishers (36)
Jisun P. Lee, Cathy Binger, Nancy Harrington, Seana Evelyn, Jennifer Kent-Walsh, Cindy Gevarter, Jessica Richardson & Debbie Hahs-Vaughn. (2022) Aided Language Measures: Establishing Observer Agreement for Communicators in Early Language Phases. American Journal of Speech-Language Pathology 31:3, pages 1394-1411.
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Gat Savaldi-Harussi & Leah Fostick. (2021) Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures. Frontiers in Psychology 12.
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Danél Hattingh & Kerstin M. Tönsing. (2020) The core vocabulary of South African Afrikaans-speaking Grade R learners without disabilities. South African Journal of Communication Disorders 67:1.
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Stephen Fox, Mariale Moreno & Päivi Vahala. (2019) Innovation symbol systems: Multimodal grammars and vocabularies for facilitating mutual innovation knowledge. Journal of Innovation & Knowledge 4:1, pages 12-22.
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Tara O'Neill, Janice Light & Lauramarie Pope. (2018) Effects of Interventions That Include Aided Augmentative and Alternative Communication Input on the Communication of Individuals With Complex Communication Needs: A Meta-Analysis. Journal of Speech, Language, and Hearing Research 61:7, pages 1743-1765.
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María Luisa Gómez Taibo, Marta Varela Rey, Pilar Vieiro Iglesias & Teresa García Real. (2017) Teaching adults with intellectual disability to combine symbols in a reading context. Revista de Estudios e Investigación en Psicología y Educación, pages 01-05.
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Thomas Kovacs & Katya Hill. (2017) Language Samples From Children Who Use Speech-Generating Devices: Making Sense of Small Samples and Utterance Length. American Journal of Speech-Language Pathology 26:3, pages 939-950.
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Gloria Soto & Michael T. Clarke. (2017) Effects of a Conversation-Based Intervention on the Linguistic Skills of Children With Motor Speech Disorders Who Use Augmentative and Alternative Communication. Journal of Speech, Language, and Hearing Research 60:7, pages 1980-1998.
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Cathy Binger, Jennifer Kent-Walsh, Marika King, Eliza Webb & Elijia Buenviaje. (2016) Early Sentence Productions of 5-Year-Old Children Who Use Augmentative and Alternative Communication. Communication Disorders Quarterly 38:3, pages 131-142.
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Patti L. Solomon-Rice, Gloria Soto & Wesley Heidenreich. (2017) The Impact of Presupposition on the Syntax and Morphology of a Child Who Uses AAC. Perspectives of the ASHA Special Interest Groups 2:12, pages 13-22.
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Imke Niediek. (2016) Don't write it, picture it!. Don't write it, picture it!.
Kyung-Im Han & 최정은. (2016) Difference of Children aged 3 years and 5 years on the Iconicity Recognition of AAC Picture Symbol Systems. Korean Journal of Physical, Multiple, & Health Disabilities 59:3, pages 79-107.
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Kerstin M. Tönsing. (2015) Supporting the Production of Graphic Symbol Combinations by Children with Limited Speech: A Comparison of Two AAC systems. Journal of Developmental and Physical Disabilities 28:1, pages 5-29.
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Stephen von Tetzchner. (2015) The semiotics of aided language development. Cognitive Development 36, pages 180-190.
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Jennifer Kent-Walsh, Cathy Binger & Carolyn Buchanan. (2015) Teaching Children Who Use Augmentative and Alternative Communication to Ask Inverted Yes/No Questions Using Aided Modeling. American Journal of Speech-Language Pathology 24:2, pages 222-236.
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Sheela Stuart & Beth Mineo. 2014. Textbook of Neural Repair and Rehabilitation. Textbook of Neural Repair and Rehabilitation
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Janice Murray & Juliet Goldbart. (2011) Emergence of working memory in children using aided communication. Journal of Assistive Technologies 5:4, pages 214-232.
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Pippa Bailey & Karen Bunning. (2011) Narrative construction by an aided speaker: a pilot study. Journal of Assistive Technologies 5:4, pages 199-213.
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Patti Solomon-RiceGloria Soto. (2010) Co-Construction as a Facilitative Factor in Supporting the Personal Narratives of Children Who Use Augmentative and Alternative Communication. Communication Disorders Quarterly 32:2, pages 70-82.
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Cathy Binger, Molly Maguire-Marshall & Jennifer Kent-Walsh. (2011) Using Aided AAC Models, Recasts, and Contrastive Targets to Teach Grammatical Morphemes to Children Who Use AAC. Journal of Speech, Language, and Hearing Research 54:1, pages 160-176.
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Dawn Swinehart-Jones & Kathryn Wolff Heller. (2008) Teaching Students With Severe Speech and Physical Impairments a Decoding Strategy Using Internal Speech and Motoric Indicators. The Journal of Special Education 43:3, pages 131-144.
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Janice MurrayJuliet Goldbart. (2009) Cognitive and language acquisition in typical and aided language learning: A review of recent evidence from an aided communication perspective. Child Language Teaching and Therapy 25:1, pages 31-58.
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Fabiana Sayuri Sameshima & Débora Deliberato. (2009) Habilidades expressivas de um grupo de alunos com paralisia cerebral na atividade de jogo. Revista da Sociedade Brasileira de Fonoaudiologia 14:2, pages 219-224.
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Cathy Binger. (2008) Grammatical Morpheme Intervention Issues for Students Who Use AAC. Perspectives on Augmentative and Alternative Communication 17:2, pages 62-68.
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Ann Sutton. (2008) Language Acquisition Theory and AAC Intervention. Perspectives on Augmentative and Alternative Communication 17:2, pages 56-61.
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Marc Fey. (2008) Thoughts on Grammar Intervention in AAC. Perspectives on Augmentative and Alternative Communication 17:2, pages 43-49.
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Jan Bedrosian. (2008) Setting the Stage: AAC and Linguistic Competence. Perspectives on Augmentative and Alternative Communication 17:2, pages 39-42.
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Natacha Trudeau, Ann Sutton, Emmanuelle Dagenais, Sophie de Broeck & Jill Morford. (2007) Construction of Graphic Symbol Utterances by Children, Teenagers, and Adults: The Effect of Structure and Task Demands. Journal of Speech, Language, and Hearing Research 50:5, pages 1314-1329.
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Gloria Soto & Elizabeth Hartmann. (2006) Analysis of narratives produced by four children who use augmentative and alternative communication. Journal of Communication Disorders 39:6, pages 456-480.
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Gloria Soto. (2006) Clinical Issues: Supporting the Development of Narrative Skills in Children Who Use AAC. Perspectives on Language Learning and Education 13:2, pages 7-11.
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Christine Valiquette, Anne-Marie Gérin-Lajoie & Ann Sutton. (2016) A visual graphic tool to support the production of simple sentence structures in a student with learning disability. Child Language Teaching and Therapy 22:2, pages 219-240.
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Gloria Soto. (2006) Supporting the Development of Narrative Skills in Children Who Use AAC. Perspectives on Augmentative and Alternative Communication 15:2, pages 7-11.
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Teresa Iacono & Linda Cupples. (2004) Assessment of Phonemic Awareness and Word Reading Skills of People With Complex Communication Needs. Journal of Speech, Language, and Hearing Research 47:2, pages 437-449.
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Janet M. Sturm & Sally A. Clendon. (2004) Augmentative and Alternative Communication, Language, and Literacy. Topics in Language Disorders 24:1, pages 76-91.
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