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Research note: attitudes of teachers and undergraduate students regarding three augmentative and alternative communication modalities

Martina Christina Marion SchäferNew Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury, Christchurch, New Zealand;

Dean SutherlandNew Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury, Christchurch, New Zealand;

Laurie McLayNew Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury, Christchurch, New Zealand;

Donna AchmadiSchool of Education, Victoria University of Wellington, Wellington, New Zealand;

Larah van der MeerSchool of Education, Victoria University of Wellington, Wellington, New Zealand;

Jeff SigafoosSchool of Education, Victoria University of Wellington, Wellington, New Zealand; Correspondence[email protected]

Giulio E. LancioniDepartment of Neuroscience and Sense Organs, University of Bari, Bari, Italy;

Mark F. O’ReillyMeadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA;

Ralf W. SchlosserDepartment of Speech-Language Pathology and Audiology, Northeastern University and Boston Children’s Hospital, Boston, MA, USA;

Peter B. MarschikInstitute of Physiology, Research Unit iDN-interdisciplinary Developmental Neuroscience, Center for Physiological Medicine, Medical University of Graz, Graz, Austria and Center of Neurodevelopmental Disorders (KIND), Department of Women’s and Children’s Health, Karolinska Institutet, Stockholm, Sweden

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Wansiya Kamonsitichai & Howard Goldstein. (2023) Speech-language pathologists’ perceptions of augmentative and alternative communication in Thailand. Augmentative and Alternative Communication 39:4, pages 230-240.
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Larah van der Meer, Hannah Waddington, Jeff Sigafoos, Susan Balandin, Alicia Bravo, Emily Ogilvie, Tamyra Matthews & Anastasia Sawchak. (2017) Training direct-care staff to implement an iPad®-based communication intervention with adults with developmental disability. International Journal of Developmental Disabilities 63:4, pages 246-255.
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Lauren M. Pierson, Jay B. Ganz, James E. Pustejovsky, Joe Reichle, Kimberly J. Vannest, Sanikan Wattanawongwan, Margaret Foster, Marcus C. Fuller, April N. Haas, Mary Rose Sallese, S. D. Smith, Valeria Yllades, Emily Kenny, Peyton Morgan & Scout Paterson. (2022) Social Validity, Cost, Acceptability, and Feasibility of Augmentative and Alternative Communication Devices Used for Individuals With Autism Spectrum Disorder and Intellectual Disability: A Systematic Review. Perspectives of the ASHA Special Interest Groups 7:6, pages 1917-1940.
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Clara Morell-Velasco, Manuel Fernández-Alcántara, César Hueso-Montoro & Rafael Montoya-Juárez. (2020) Teachers' Perception of Grief in Primary and Secondary School Students in Spain: Children's Responses and Elements which Facilitate or Hinder the Grieving Process. Journal of Pediatric Nursing 51, pages e100-e107.
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Oliver Wendt, Natalie E. Allen, Olivia Z. Ejde, Sylvia C. Nees, Megan N. Phillips & Daniella Lopez. 2020. HCI International 2020 – Late Breaking Papers: Universal Access and Inclusive Design. HCI International 2020 – Late Breaking Papers: Universal Access and Inclusive Design 412 428 .

Martine M. Smith. (2019) Innovations for Supporting Communication: Opportunities and Challenges for People with Complex Communication Needs. Folia Phoniatrica et Logopaedica 71:4, pages 156-167.
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Research note: attitudes of teachers and undergraduate students regarding three augmentative and alternative communication modalities

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Research note: attitudes of teachers and undergraduate students regarding three augmentative and alternative communication modalities

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