Citations (17)
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Rianne Verschuur, Bibi Huskens & Robert Didden. (2021) Training Teachers to Implement Classroom Pivotal Response Teaching during Small-group Instruction: A Pilot Study. Developmental Neurorehabilitation 24:2, pages 85-97.
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Ellen Rombouts, Bea Maes & Inge Zink. (2017) Maintenance of key word signing in adults with intellectual disabilities: novel signed turns facilitated by partners’ consistent input and sign imitation. Augmentative and Alternative Communication 33:3, pages 121-130.
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Irene Rämä, Elina Kontu & Raija Pirttimaa. (2014) Communicative spontaneity in autism: exploring supportive prompts in an educational context. European Journal of Special Needs Education 29:2, pages 184-199.
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Tania De Bortoli, Michael Arthur-Kelly, Phil Foreman, Susan Balandin & Bernice Mathisen. (2011) Complex contextual influences on the communicative interactions of students with multiple and severe disabilities. International Journal of Speech-Language Pathology 13:5, pages 422-435.
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Tania De Bortoli, Michael Arthur-Kelly, Bernice Mathisen, Phil Foreman & Susan Balandin. (2010) Where are teachers' voices? A research agenda to enhance the communicative interactions of students with multiple and severe disabilities at school. Disability and Rehabilitation 32:13, pages 1059-1072.
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MARK CARTER. (2003) Communicative Spontaneity of Children with High Support Needs who use Augmentative and Alternative Communication Systems I: Classroom Spontaneity, Mode, and Function. Augmentative and Alternative Communication 19:3, pages 141-154.
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MARK CARTER. (2003) Communicative Spontaneity of Children with High Support Needs who use Augmentative and Alternative Communication Systems II: Antecedents and Effectiveness of Communication. Augmentative and Alternative Communication 19:3, pages 155-169.
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Articles from other publishers (10)
Rianne Verschuur, Bibi Huskens & Robert Didden. (2019) Effectiveness of Parent Education in Pivotal Response Treatment on Pivotal and Collateral Responses. Journal of Autism and Developmental Disorders 49:9, pages 3477-3493.
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E. Rombouts, B. Maes & I. Zink. (2018) Manual signing throughout the day: Influence from staff's sign use and type of activity. Journal of Intellectual Disability Research 62:9, pages 737-745.
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Nicolas J. Zaunbrecher. (2017) Viewing Spontaneity Ethnomethodologically. Human Studies 41:1, pages 1-20.
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Elizabeth Lanter, Sharon D. Russell, Annu Kuriakose & Kasey E. Blevins. (2016) Incorporating AAC and General Instructional Strategies in Requesting Interventions. Communication Disorders Quarterly 38:1, pages 52-63.
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Grace W. Gengoux. (2014) Priming for Social Activities. Journal of Positive Behavior Interventions 17:3, pages 181-192.
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Samantha Drain & Paul E. Engelhardt. (2013) Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom. Child Development Research 2013, pages 1-10.
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Trina D. Spencer & Thomas S. Higbee. (2012) Using Transfer of Stimulus Control Technology to Promote Generalization and Spontaneity of Language. Focus on Autism and Other Developmental Disabilities 27:4, pages 225-236.
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Cormac Duffy & Olive Healy. (2011) Spontaneous communication in autism spectrum disorder: A review of topographies and interventions. Research in Autism Spectrum Disorders 5:3, pages 977-983.
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Hsu-Min Chiang & Mark Carter. (2007) Spontaneity of Communication in Individuals with Autism. Journal of Autism and Developmental Disorders 38:4, pages 693-705.
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Hsu-Min Chiang. (2008) Communicative spontaneity of children with autism. Autism 12:1, pages 9-21.
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