Citations (39)
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Emily Laubscher & Janice Light. (2020) Core vocabulary lists for young children and considerations for early language development: a narrative review. Augmentative and Alternative Communication 36:1, pages 43-53.
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Christine Holyfield. (2019) Preliminary investigation of the effects of a prelinguistic AAC intervention on social gaze behaviors from school-age children with multiple disabilities. Augmentative and Alternative Communication 35:4, pages 285-298.
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Christine Holyfield, Jessica Caron & Janice Light. (2019) Programing AAC just-in-time for beginning communicators: the process. Augmentative and Alternative Communication 35:4, pages 309-318.
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Christine Holyfield, Janice Light, Kathryn Drager, David McNaughton & Jessica Gormley. (2018) Effect of AAC partner training using video on peers’ interpretation of the behaviors of presymbolic middle-schoolers with multiple disabilities*. Augmentative and Alternative Communication 34:4, pages 301-310.
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MaryAnn Romski, Rose A. Sevcik, Andrea Barton-Hulsey & Ani S. Whitmore. (2015) Early Intervention and AAC: What a Difference 30 Years Makes. Augmentative and Alternative Communication 31:3, pages 181-202.
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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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Anna Jonsson, Lina Kristoffersson, Ulrika Ferm & Gunilla Thunberg. (2011) The ComAlong Communication Boards: Parents' Use and Experiences of Aided Language Stimulation. Augmentative and Alternative Communication 27:2, pages 103-116.
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Margje van der Schuit, Eliane Segers, Hans van Balkom, Judith Stoep & Ludo Verhoeven. (2010) Immersive Communication Intervention for Speaking and Non-speaking Children with Intellectual Disabilities. Augmentative and Alternative Communication 26:3, pages 203-218.
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Julia L. Smith, Julia L. Smith, John W. McCarthy & Joann P. Benigno. (2009) The Effect of High-tech AAC System Position on the Joint Attention of Infants without Disabilities. Augmentative and Alternative Communication 25:3, pages 165-175.
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Janice Light & Kathryn Drager. (2007) AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication 23:3, pages 204-216.
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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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Sally Clendon, Gail Gillon & David Yoder. (2005) Initial insights into phoneme awareness intervention for children with complex communication needs. International Journal of Disability, Development and Education 52:1, pages 7-31.
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Rebecca Taylor & Teresa Iacono. (2003) AAC and scripting activities to facilitate communication and play. Advances in Speech Language Pathology 5:2, pages 79-93.
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Ann Sutton, Gloria Soto & Susan Blockberger. (2002) Grammatical issues in graphic symbol communication. Augmentative and Alternative Communication 18:3, pages 192-204.
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Nancy Brady. (2000) Improved comprehension of object names following voice output communication aid use: Two case studies. Augmentative and Alternative Communication 16:3, pages 197-204.
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Mark Carter. (1999) The effects of an aided augmentative system on communication and Speech in a preschool child with developmental delay: A case study. Australasian Journal of Special Education 23:1, pages 25-46.
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Jan Bedrosian. (1997) Language acquisition in young AAC system users: issues and directions for future research. Augmentative and Alternative Communication 13:3, pages 179-185.
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Articles from other publishers (22)
Jay B. Ganz, James E. Pustejovsky, Joe Reichle, Kimberly J. Vannest, Margaret Foster, April N. Haas, Lauren M. Pierson, Sanikan Wattanawongwan, Armando Bernal, Man Chen, Rachel Skov & S. D. Smith. (2022) Considering Instructional Contexts in AAC Interventions for People with ASD and/or IDD Experiencing Complex Communicative Needs: a Single-Case Design Meta-analysis. Review Journal of Autism and Developmental Disorders 10:4, pages 615-629.
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Nicolette Sammarco Caldwell, Christine Holyfield & Tara O’Neill Zimmerman. (2023) Effects of Interaction Approaches and Added High-Tech Augmentative and Alternative Communication on Prelinguistic and Linguistic Communication from School-Age Beginning Communicators. Folia Phoniatrica et Logopaedica, pages 1-14.
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Samantha Gross Toews, Russell Johnston, Jennifer A. Kurth, Andrea L. Ruppar, Jessica A. McQueston & Katie M. McCabe. (2021) Alignment of Supplementary Aids and Services With Student Needs and Placement. Intellectual and Developmental Disabilities 59:3, pages 187-203.
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Christine Holyfield, Sydney Brooks & Allison Schluterman. (2019) Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities. Language, Speech, and Hearing Services in Schools 50:4, pages 693-702.
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John W. McCarthy & Jamie B. Boster. (2019) Growing Up With Technology. Topics in Language Disorders 39:4, pages E1-E16.
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Christine Holyfield & Jessica Caron. (2019) Augmentative and Alternative Communication Technology Innovations to Build Skills and Compensate for Limitations in Adolescent Language. Topics in Language Disorders 39:4, pages 350-369.
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Simone Infingardi Krüger, Ana Paula Berberian, Scheilla Maria Orlosqui Cavalcante da Silva, Ana Cristina Guarinello & Giselle Athayde Massi. (2017) Delimitação da área denominada comunicação suplementar e/ou alternativa (CSA). Revista CEFAC 19:2, pages 265-276.
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Leila Regina d´Oliveira de Paula Nunes & Carolina Rizzotto Schirmer. 2017. Salas abertas: formação de professores e práticas pedagógicas em comunicação alternativa e ampliada nas salas de recurso multifuncionais. Salas abertas: formação de professores e práticas pedagógicas em comunicação alternativa e ampliada nas salas de recurso multifuncionais.
Ji Young Na. (2016) A Review of the Efficacy of Parent Training on Language/Communication Development of Children With CCN at an Early Symbolic Stage. Journal of speech-language & hearing disorders 25:4, pages 49-66.
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Samuel C. Sennott, Janice C. Light & David McNaughton. (2016) AAC Modeling Intervention Research Review. Research and Practice for Persons with Severe Disabilities 41:2, pages 101-115.
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Arjan van Tilborg & Stijn R. J. M. Deckers. (2016) Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations. Perspectives of the ASHA Special Interest Groups 1:12, pages 125-138.
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Muriel D. Saunders, Ana Carolina Sella, Dua Attri & Richard R. Saunders. (2013) Establishing a conditional signal for assistance in teenagers with blindness. Research in Developmental Disabilities 34:5, pages 1488-1497.
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Joann P. Benigno & John W. McCarthy. (2012) Aided Symbol‐Infused Joint Engagement. Child Development Perspectives 6:2, pages 181-186.
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Ana Carolina Sella & Maria Cristina Muller. (2011) É possível a ética do discurso de HABERMAS para pessoas com deficiência?. Revista Brasileira de Educação Especial 17:2, pages 181-194.
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Elizabeth R. Crais. (2011) Testing and Beyond: Strategies and Tools for Evaluating and Assessing Infants and Toddlers. Language, Speech, and Hearing Services in Schools 42:3, pages 341-364.
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Katya Hill. (2009) Data Collection and Monitoring AAC Intervention in the Schools. Perspectives on Augmentative and Alternative Communication 18:2, pages 58-64.
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Bart Hengeveld, Riny Voort, Caroline Hummels, Jan de Moor, Hans van Balkom, Kees Overbeeke & Aadjan van der Helm. (2008) The Development of LinguaBytes: An Interactive Tangible Play and Learning System to Stimulate the Language Development of Toddlers with Multiple Disabilities. Advances in Human-Computer Interaction 2008, pages 1-13.
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Lindsay Pennington, Juliet Goldbart & Julie Marshall. (2004) Speech and language therapy to improve the communication skills of children with cerebral palsy. Cochrane Database of Systematic Reviews 2016:3.
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Stephanie Brewster. (2004) Insights from a social model of literacy and disability. Literacy 38:1, pages 46-51.
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Kerstin W. Falkman, Annika Dahlgren Sandberg & Erland Hjelmquist. (2010) Preferred communication modes: prelinguistic and linguistic communication in non‐speaking preschool children with cerebral palsy. International Journal of Language & Communication Disorders 37:1, pages 59-68.
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