Citations (67)
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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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Lauren E. MacLellan, Cara E. Stepp, Susan K. Fager, Michelle Mentis, Alyssa R. Boucher, Defne Abur & Gabriel J. Cler. (2023) Evaluating Camera Mouse as a computer access system for augmentative and alternative communication in cerebral palsy: a case study. Assistive Technology 0:0, pages 1-7.
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Helen Bayldon, Sally Clendon & Elizabeth Doell. (2023) Shared Storybook Intervention for Children with Complex Physical, Cognitive and Sensory Needs Who Use Partner-Assisted Scanning. International Journal of Disability, Development and Education 70:5, pages 751-768.
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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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Marjut Johanna Korkalainen, Patricia McCabe, Andy Smidt & Catherine Morgan. (2022) Outcomes of a novel single case study incorporating Rapid Syllable Transition treatment, AAC and blended intervention in children with cerebral palsy: a pilot study. Disability and Rehabilitation: Assistive Technology 0:0, pages 1-10.
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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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Irina Savolainen, Anu Klippi, Tuula Tykkyläinen, Jeff Higginbotham & Kaisa Launonen. (2020) The structure of participants’ turn-transition practices in aided conversations that use speech-output technologies. Augmentative and Alternative Communication 36:1, pages 18-30.
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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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April M. Yorke, Janice C. Light, Jessica Gosnell Caron, David B. McNaughton & Kathryn D. R. Drager. (2018) The effects of explicit instruction in academic vocabulary during shared book reading on the receptive vocabulary of children with complex communication needs. Augmentative and Alternative Communication 34:4, pages 288-300.
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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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Janice Murray, Annika Dahlgren Sandberg, Martine M. Smith, Débora Deliberato, Kristine Stadskleiv & Stephen von Tetzchner. (2018) Communicating the unknown: descriptions of pictured scenes and events presented on video by children and adolescents using aided communication and their peers using natural speech. Augmentative and Alternative Communication 34:1, pages 30-39.
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Jareen Meinzen-Derr, Susan Wiley, Rose McAuley, Laura Smith & Sandra Grether. (2017) Technology-assisted language intervention for children who are deaf or hard-of-hearing; a pilot study of augmentative and alternative communication for enhancing language development. Disability and Rehabilitation: Assistive Technology 12:8, pages 808-815.
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Anna A. Allen, Ralf W. Schlosser, Kristofer L. Brock & Howard C. Shane. (2017) The effectiveness of aided augmented input techniques for persons with developmental disabilities: a systematic review. Augmentative and Alternative Communication 33:3, pages 149-159.
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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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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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Joke J. Geytenbeek, Lidwine B. Mokkink, Dirk L. Knol, R. Jeroen Vermeulen & Kim J. Oostrom. (2014) Reliability and Validity of the C-BiLLT: A new Instrument to Assess Comprehension of Spoken Language in young Children with Cerebral Palsy and Complex Communication Needs. Augmentative and Alternative Communication 30:3, pages 252-266.
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Krista M. Wilkinson & Teresa Mitchell. (2014) Eye Tracking Research to Answer Questions about Augmentative and Alternative Communication Assessment and Intervention. Augmentative and Alternative Communication 30:2, pages 106-119.
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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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Catherine Boyer, Natacha Trudeau & Ann Sutton. (2012) Performance of Children with Typical Development When Reading and Interpreting Graphic-Symbol Sequences. Augmentative and Alternative Communication 28:2, pages 96-105.
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Natacha Trudeau, Ann Sutton, Jill P. Morford, Patricia Côté-Giroux, Anne-Marie Pauzé & Véronique Vallée. (2010) Strategies in Construction and Interpretation of Graphic-Symbol Sequences by Individuals who use AAC Systems. Augmentative and Alternative Communication 26:4, pages 299-312.
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Joke J. M. Geytenbeek, Margriet M. J. Heim, R. Jeroen Vermeulen & Kim J. Oostrom. (2010) Assessing Comprehension of Spoken Language in Nonspeaking Children with Cerebral Palsy: Application of a Newly Developed Computer-Based Instrument. Augmentative and Alternative Communication 26:2, pages 97-107.
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Cathy Binger, Jennifer Kent-Walsh, Jacqueline Berens, Stephanie Del Campo & Donna Rivera. (2008) Teaching Latino Parents to Support the Multi-Symbol Message Productions of their Children who Require AAC. Augmentative and Alternative Communication 24:4, pages 323-338.
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Irina Savolainen. Speaking partners’ talk in transitions between symbols in conversations that use speech-output technologies. Augmentative and Alternative Communication 0:0, pages 1-14.
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Chuan-Po Wang. (2023) Training children with autism spectrum disorder, and children in general with AI robots related to the automatic organization of sentence menus and interaction design evaluation. Expert Systems with Applications 229, pages 120527.
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Lottie D. Morison, Olivia van Reyk, Elana Forbes, Flavien Rouxel, Laurence Faivre, Fiona Bruinsma, Marie Vincent, Marie-Line Jacquemont, Natalie L. Dykzeul, David Geneviève, David J. Amor & Angela T. Morgan. (2023) CDK13-related disorder: a deep characterization of speech and language abilities and addition of 33 novel cases. European Journal of Human Genetics 31:7, pages 793-804.
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Natalie S. Pak, Kathryn M. Bailey, Jennifer R. Ledford & Ann P. Kaiser. (2023) Comparing Interventions With Speech-Generating Devices and Other Augmentative and Alternative Communication Modes: A Meta-Analysis. American Journal of Speech-Language Pathology 32:2, pages 786-802.
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Chuan-Po Wang, Cheng-Hui Tsai & Yann-Long Lee. (2022) Requesting Help Module Interface Design on Key Partial Video with Action and Augmented Reality for Children with Autism Spectrum Disorder. Applied Sciences 12:17, pages 8527.
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McKinzie D. Duesenberg & Matthew K. Burns. (2022) Autism spectrum disorder identification in schools: Impact of criteria, assessments, and student data for identification decisions. Psychology in the Schools 59:4, pages 845-865.
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Becky Crowe, Wendy Machalicek, Qi Wei, Christine Drew & Jay Ganz. (2021) Augmentative and Alternative Communication for Children with Intellectual and Developmental Disability: A Mega-Review of the Literature. Journal of Developmental and Physical Disabilities 34:1, pages 1-42.
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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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Yen Na Yum, Soby Ka Wing So & Rosanna Yuen-Yan Chan. (2021) Sensitivity to Communication Partners During Naturalistic AAC Conversations in Cantonese Chinese. Frontiers in Psychology 12.
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Janice Murray, Yvonne Lynch, Juliet Goldbart, Liz Moulam, Simon Judge, Edward Webb, Mark Jayes, Stuart Meredith, Helen Whittle, Nicola Randall, David Meads & Stephane Hess. (2020) The decision-making process in recommending electronic communication aids for children and young people who are non-speaking: the I-ASC mixed-methods study. Health Services and Delivery Research 8:45, pages 1-158.
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