Citations (35)
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Meng-Ju Tsai. (2023) Core vocabulary for AAC practice from Mandarin Chinese-speaking Taiwanese without disabilities. Augmentative and Alternative Communication 39:2, pages 73-83.
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Meng-Ju Tsai & Yu-Chun Chih. (2022) Conversation turns and speaking roles contributed by Mandarin Chinese dyadic conversations between adults who use speech-generating devices and adults who use natural speech. Assistive Technology 34:5, pages 563-576.
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Meng-Ju Tsai. (2022) Development of ICF core set to profile communicative competence in dyadic communication among adults who use communication devices in Taiwan. Disability and Rehabilitation: Assistive Technology 0:0, pages 1-13.
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Ann Dhondt, Ines Van keer, Sara Nijs, Annette van der Putten & Bea Maes. (2021) In search of a novel way to analyze early communicative behavior. Augmentative and Alternative Communication 37:2, pages 87-101.
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A. Kamstra, A. A. J. van der Putten, B. Maes & C. Vlaskamp. (2019) Exploring spontaneous interactions between people with profound intellectual and multiple disabilities and their peers. Journal of Intellectual & Developmental Disability 44:3, pages 282-291.
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Keith Atkin & Marjorie Perlman Lorch. (2016) An ecological method for the sampling of nonverbal signalling behaviours of young children with profound and multiple learning disabilities (PMLD). Developmental Neurorehabilitation 19:4, pages 211-225.
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Juyoung Lee & Katrina Skewes McFerran. (2015) Applying Interpretative Phenomenological Analysis to Video Data in Music Therapy. Qualitative Research in Psychology 12:4, pages 367-381.
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Ine Hostyn & Bea Maes. (2013) Interaction with a person with profound intellectual and multiple disabilities: A case study in dialogue with an experienced staff member. Journal of Intellectual & Developmental Disability 38:3, pages 189-204.
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Ine Hostyn & Bea Maes. (2009) Interaction between persons with profound intellectual and multiple disabilities and their partners: A literature review. Journal of Intellectual & Developmental Disability 34:4, pages 296-312.
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Articles from other publishers (26)
Maartje Hoogsteyns, Ilse Zaal‐Schuller, Sylvia Huisman, Appolonia Marga Nieuwenhuijse, Faridi van Etten‐Jamaludi, Dick Willems & Kasper Kruithof. (2023) Tacit knowledge in dyads of persons with profound intellectual and multiple disabilities and their caregivers: An interpretative literature study. Journal of Applied Research in Intellectual Disabilities 36:5, pages 966-977.
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Wen-Shin Chang & Meng-Ju Tsai. (2023) The Effect of Familiarity on Conversation Turns in Dyadic Conversation Among Chinese Older Adults. SAGE Open 13:2, pages 215824402311696.
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Wieneke Penninga, Sara L. P. Nijs, Hedwig J. A. van Bakel & Petri J. C. M. Embregts. (2022) Meaningful moments of interaction with people with profound intellectual disabilities: Reflections from direct support staff. Journal of Applied Research in Intellectual Disabilities 35:6, pages 1307-1316.
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A.‐M. Martin, T. Andrews, J. Goldbart & M. Landers. (2022) Reconciling communication repertoires: navigating interactions involving persons with severe/profound intellectual disability, a classic grounded theory study. Journal of Intellectual Disability Research 66:4, pages 332-352.
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Von Ralph Dane Marquez Herbuela, Tomonori Karita, Yoshiya Furukawa, Yoshinori Wada, Yoshihiro Yagi, Shuichiro Senba, Eiko Onishi & Tatsuo Saeki. (2021) Integrating Behavior of Children with Profound Intellectual, Multiple, or Severe Motor Disabilities With Location and Environment Data Sensors for Independent Communication and Mobility: App Development and Pilot Testing. JMIR Rehabilitation and Assistive Technologies 8:2, pages e28020.
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Woosuk Seo, Ayse G. Buyuktur, Sung Won Choi, Laura Sedig & Sun Young Park. (2021) Challenges in the Parent-Child Communication of Health-related Information in Pediatric Cancer Care. Proceedings of the ACM on Human-Computer Interaction 5:CSCW1, pages 1-24.
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Sara Nijs. (2020) Peer interactions among persons with profound intellectual and multiple disabilities. La nouvelle revue - Éducation et société inclusives N° 88:1, pages 153-169.
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Sara Nijs. (2020) Interactions entre pairs chez les personnes polyhandicapées. La nouvelle revue - Éducation et société inclusives N° 88:1, pages 135-152.
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Aafke Kamstra, Annette AJ van der Putten & Carla Vlaskamp. (2017) Efforts to increase social contact in persons with profound intellectual and multiple disabilities: Analysing individual support plans in the Netherlands. Journal of Intellectual Disabilities 21:2, pages 158-174.
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Heleen Neerinckx & Bea Maes. (2016) Joint attention behaviours in people with profound intellectual and multiple disabilities: the influence of the context. Journal of Applied Research in Intellectual Disabilities 29:6, pages 574-584.
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Meng-Ju Tsai. (2016) Revisiting Communicative Competence in Augmentative and Alternative Communication. Folia Phoniatrica et Logopaedica 68:5, pages 222-231.
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S. Nijs, C. Vlaskamp & B. Maes. (2016) Children with PIMD in interaction with peers with PIMD or siblings. Journal of Intellectual Disability Research 60:1, pages 28-42.
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S. Nijs, C. Vlaskamp & B. Maes. (2016) The nature of peer-directed behaviours in children with profound intellectual and multiple disabilities and its relationship with social scaffolding behaviours of the direct support worker. Child: Care, Health and Development 42:1, pages 98-108.
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Louise Boettcher & Jesper DammeyerLouise Bøttcher & Jesper Dammeyer. 2016. Development and Learning of Young Children with Disabilities. Development and Learning of Young Children with Disabilities
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H. Neerinckx, P. Vos, W. Van Den Noortgate & B. Maes. (2014) Temporal analysis of attentional processes in spontaneous interactions between people with profound intellectual and multiple disabilities and their support workers. Journal of Intellectual Disability Research 58:8, pages 721-733.
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Maja Sigurd PilesjöHejHej. (2013) Creating meaning through the coordination of gaze direction and arm/hand movement. Journal of Interactional Research in Communication Disorders 5:1, pages 63-96.
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Meng-Ju Tsai. (2013) The effect of familiarity of conversation partners on conversation turns contributed by augmented and typical speakers. Research in Developmental Disabilities 34:8, pages 2326-2335.
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Jesper Dammeyer & Simo Køppe. (2013) The Relationship Between Body Movements and Qualities of Social Interaction Between a Boy With Severe Developmental Disabilities and His Caregiver. Intellectual and Developmental Disabilities 51:3, pages 154-163.
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K. Bunning, C. Smith, P. Kennedy & C. Greenham. (2011) Examination of the communication interface between students with severe to profound and multiple intellectual disability and educational staff during structured teaching sessions. Journal of Intellectual Disability Research 57:1, pages 39-52.
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Ine Hostyn, Katja Petry, Greet Lambrechts & Bea Maes. (2011) Evaluating the Quality of the Interaction Between Persons with Profound Intellectual and Multiple Disabilities and Direct Support Staff: A Preliminary Application of Three Observation Scales from Parent-Infant Research. Journal of Applied Research in Intellectual Disabilities 24:5, pages 407-420.
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hong jae young. (2011) A Study on Recent Trends in Overseas (the United States) Research on Students with Multiple Disabilities. Korean Journal of Physical, Multiple, & Health Disabilities 54:3, pages 123-145.
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Hostyn Ine, Neerinckx Heleen & Maes Bea. (2011) Attentional processes in interactions between people with profound intellectual and multiple disabilities and direct support staff. Research in Developmental Disabilities 32:2, pages 491-503.
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I. Hostyn, M. Daelman, M. J. Janssen & B. Maes. (2010) Describing dialogue between persons with profound intellectual and multiple disabilities and direct support staff using the scale for dialogical meaning making. Journal of Intellectual Disability Research 54:8, pages 679-690.
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Débora Deliberato. (2009) Uso de expressões orais durante a implementação do recurso de comunicação suplementar e alternativa. Revista Brasileira de Educação Especial 15:3, pages 369-388.
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