Citations (64)
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Jennifer J. Thistle, Amber Thiessen & Jeffery Hart. (2023) “I don’t think you can really understand it until you put it to action”: school-based SLPs’ reflections on graduate and continuing education in AAC. Augmentative and Alternative Communication 39:4, pages 270-281.
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Stephen E. Ryan, Tracy A. Shepherd, Anne Marie Renzoni, Danielle D’Alessandro & Anna Oh. (2023) Functional impact of augmentative and alternative communication scale: development of an outcome measure for educators of students with complex communication needs. Disability and Rehabilitation: Assistive Technology 18:2, pages 215-226.
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Susan S. Johnston, Cheri W. Blue & Sondra M. Stegenga. (2022) AAC barriers and facilitators for children with Koolen de Vries syndrome and childhood apraxia of speech: parent perceptions. Augmentative and Alternative Communication 38:3, pages 148-160.
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Batool Alsayedhassan, Jaehoon Lee, Devender R. Banda, Youngmin Kim & Nora Griffin-Shirley. (2021) Practitioners’ perceptions of the picture exchange communication system for children with autism. Disability and Rehabilitation 43:2, pages 211-216.
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Shyamani Hettiarachchi, Gopi Kitnasamy & Dilani Gopi. (2020) “Now I am a techie too” – parental perceptions of using mobile technology for communication by children with complex communication needs in the Global South. Disability and Rehabilitation: Assistive Technology 15:2, pages 183-194.
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Elena Radici, Vahé Heboyan, Fabrizia Mantovani & Gianluca De Leo. (2019) Teachers’ Attitudes Towards Children Who Use AAC in Italian Primary Schools. International Journal of Disability, Development and Education 66:3, pages 284-297.
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Jørn Østvik, Susan Balandin & Borgunn Ytterhus. (2018) Interactional facilitators and barriers to social relationships between students who use AAC and fellow students. Society, Health & Vulnerability 9:1.
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Franzina Coutinho, Marie-Elaine Bosisio, Emma J. Brown, Stephanie Rishikof, Elise Skaf, Erin Freedin, Shannon Kelly & Noemie Dahan-Oliel. (2017) Facilitators and barriers to the use of iPads as a therapy tool: A Canadian survey of pediatric occupational therapists. Journal of Occupational Therapy, Schools, & Early Intervention 10:3, pages 266-283.
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P. Encarnação, T. Leite, C. Nunes, M. Nunes da Ponte, K. Adams, A. Cook, A. Caiado, J. Pereira, G. Piedade & M. Ribeiro. (2017) Using assistive robots to promote inclusive education. Disability and Rehabilitation: Assistive Technology 12:4, pages 352-372.
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Kristine Stadskleiv. (2017) Experiences from a support group for families of preschool children in the expressive AAC user group. Augmentative and Alternative Communication 33:1, pages 3-13.
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Ann-Marie Orlando, Elizabeth Klinepeter & Megan Foster. (2016) Retrospectives on factors influencing inclusive opportunities for college students with extensive support needs. International Journal of Inclusive Education 20:12, pages 1239-1251.
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Yun-Ching Chung & Julia B. Stoner. (2016) A meta-synthesis of team members’ voices: what we need and what we do to support students who use AAC. Augmentative and Alternative Communication 32:3, pages 175-186.
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Tania De Bortoli, Michael Arthur-Kelly, Bernice Mathisen & Susan Balandin. (2014) Speech-Language Pathologists’ Perceptions of Implementing Communication Intervention with Students with Multiple and Severe Disabilities. Augmentative and Alternative Communication 30:1, pages 55-70.
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Gonda Pickl. (2011) Communication Intervention in Children with Severe Disabilities and Multilingual Backgrounds: Perceptions of Pedagogues and Parents. Augmentative and Alternative Communication 27:4, pages 229-244.
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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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Kate Anderson, Susan Balandin & Sally Clendon. (2011) “He Cares About Me and I Care About Him.” Children's Experiences of Friendship with Peers who use AAC. Augmentative and Alternative Communication 27:2, pages 77-90.
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Jennifer Kent-Walsh$suffix/text()$suffix/text(). (2010) Emergent literacy intervention appears effective for teaching sound letter correspondence and consonant–vowel–consonant spelling combinations to young children who use augmentative and alternative communication. Evidence-Based Communication Assessment and Intervention 4:4, pages 183-187.
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Alysia Carpe, Katie Harder, Cynthia Tam & Denise Reid. (2010) Perceptions of Writing and Communication Aid Use Among Children with a Physical Disability. Assistive Technology 22:2, pages 87-98.
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Julia B. Stoner, Maureen E. Angell & Rita L. Bailey. (2010) Implementing Augmentative and Alternative Communication in Inclusive Educational Settings: A Case Study. Augmentative and Alternative Communication 26:2, pages 122-135.
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Stephen N. Calculator & Tibbany Black. (2010) Parents' Priorities for AAC and Related Instruction for their Children with Angelman Syndrome. Augmentative and Alternative Communication 26:1, pages 30-40.
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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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Sourav Mukhopadhyay & Paul Nwaogu. (2009) Barriers to Teaching Non‐speaking Learners with Intellectual Disabilities and their Impact on the Provision of Augmentative and Alternative Communication. International Journal of Disability, Development and Education 56:4, pages 349-362.
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Erinn H. Finke, Erinn H. Finke, David B. McNaughton & Kathryn D. R. Drager. (2009) “All Children Can and Should Have the Opportunity to Learn”: General Education Teachers' Perspectives on Including Children with Autism Spectrum Disorder who Require AAC. Augmentative and Alternative Communication 25:2, pages 110-122.
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John Dattilo, Gus Estrella, Laura J. Estrella, Janice Light, David McNaughton & Meagan Seabury. (2008) “I have chosen to live life abundantly”: Perceptions of leisure by adults who use Augmentative and Alternative Communication. Augmentative and Alternative Communication 24:1, pages 16-28.
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Rae M Sonnenmeier, Michael McSheehan & Cheryl M Jorgensen. (2005) A Case Study of Team Supports for a Student with Autism's Communication and Engagement within the General Education Curriculum: Preliminary Report of the Beyond Access Model. Augmentative and Alternative Communication 21:2, pages 101-115.
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June E Downing. (2005) Inclusive Education for High School Students with Severe Intellectual Disabilities: Supporting Communication. Augmentative and Alternative Communication 21:2, pages 132-148.
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Stephen von Tetzchner, Kari Merete Brekke, Bente Sjøthun & Elisabeth Grindheim. (2005) Constructing Preschool Communities of Learners that Afford Alternative Language Development. Augmentative and Alternative Communication 21:2, pages 82-100.
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Mary Hunt-Berg. (2005) The Bridge School: Educational Inclusion Outcomes over 15 Years. Augmentative and Alternative Communication 21:2, pages 116-131.
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JENNIFER KENT-WALSH & JANICE LIGHT. (2003) General Education Teachers' Experiences with Inclusion of Students who use Augmentative and Alternative Communication. Augmentative and Alternative Communication 19:2, pages 104-124.
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Pam Hunt, Gloria Soto, Julie Maier, Eve Müller & Lori Goetz. (2002) Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication 18:1, pages 20-35.
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Articles from other publishers (34)
Edina Hanley, Anne-Marie Martin, Caroline Dalton & Elaine Lehane. (2022) Communication partners experiences of communicating with adults with severe/profound intellectual disability through augmentative and alternative communication: A mixed methods systematic review. Journal of Intellectual Disabilities 27:4, pages 1107-1134.
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Kyungrang Baik, Kyungyang Kim, Eunhye Park & Young Tae Kim. (2023) Development of Performance Indicators for AAC Application Design and Usability Evaluation. Communication Sciences & Disorders 28:3, pages 567-582.
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Elizabeth M. Leatherman & Jane R. Wegner. (2022) Augmentative and Alternative Communication in the Classroom: Teacher Practices and Experiences. Language, Speech, and Hearing Services in Schools 53:3, pages 874-893.
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Tiantian Sun, Ryan P. Bowles, Hope K. Gerde & Sarah N. Douglas. (2020) Supporting AAC Use for Preschoolers With Complex Communication Needs. Young Exceptional Children 25:2, pages 101-112.
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Rashed Aldabas. (2020) Professional Training Needs for Using Augmentative and Alternative Communication in Inclusive Classrooms: Voices From Saudi Arabia. Journal of Special Education Technology 37:2, pages 163-173.
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HyunJu Park. (2021) “I Kept Questioning It in the First 6th Months”: The Process of AAC Acceptance in Parents of Children with Complex Communication Needs. Communication Sciences & Disorders 26:1, pages 120-136.
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Jenna DeCarlo, Allison Bean, Samantha Lyle & Lindsey Paden Miller Cargill. (2019) The Relationship Between Operational Competency, Buy-In, and Augmentative and Alternative Communication Use in School-Age Children With Autism. American Journal of Speech-Language Pathology 28:2, pages 469-484.
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Janet Story Sauer & Cheryl M. Jorgensen. (2016) Still Caught in the Continuum: A Critical Analysis of Least Restrictive Environment and Its Effect on Placement of Students With Intellectual Disability. Inclusion 4:2, pages 56-74.
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M. Alexandra Da Fonte & Miriam C. Boesch. (2016) Recommended Augmentative and Alternative Communication Competencies for Special Education Teachers. Journal of International Special Needs Education 19:2, pages 47-58.
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Martine M. Smith. (2014) Adolescence and AAC. Communication Disorders Quarterly 36:2, pages 112-118.
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Jennifer J. Thistle & David McNaughton. (2015) Teaching Active Listening Skills to Pre-Service Speech-Language Pathologists: A First Step in Supporting Collaboration With Parents of Young Children Who Require AAC. Language, Speech, and Hearing Services in Schools 46:1, pages 44-55.
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Stephen N. Calculator. (2014) Parents' Perceptions of Communication Patterns and Effectiveness of Use of Augmentative and Alternative Communication Systems by Their Children With Angelman Syndrome. American Journal of Speech-Language Pathology 23:4, pages 562-573.
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So-Young Jeong & Sam-Sup Kim. (2014) Literature Review on Communication Assessment Scales for AAC User. The Journal of the Korea Contents Association 14:10, pages 818-828.
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Yun-Ching Chung & Karen H. Douglas. (2014) Communicative Competence Inventory for Students Who Use Augmentative and Alternative Communication. TEACHING Exceptional Children 47:1, pages 56-68.
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Carole Zangari. (2012) Helping the General Education Team Support Students Who Use AAC. Perspectives on Augmentative and Alternative Communication 21:3, pages 82-91.
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Mitsuaki BAN & Hiroshi FUJINO. (2011) Special School Teachers' Attitudes Regarding Communication Support: A Survey. The Japanese Journal of Special Education 49:1, pages 31-39.
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Elizabeth M. Dalton & Susan E. Roush. (2010) Assistive and Educational Technology Standards and Teacher Competencies in Relation to Evidence-Based Practice: Identification and Classification of the Literature. Journal of Special Education Technology 25:2, pages 13-30.
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Cathy Binger, Jennifer Kent-Walsh, Cai Ewing & Stacy Taylor. (2010) Teaching Educational Assistants to Facilitate the Multisymbol Message Productions of Young Students Who Require Augmentative and Alternative Communication. American Journal of Speech-Language Pathology 19:2, pages 108-120.
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Lisa A. Pufpaff. (2008) Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs. Psychology in the Schools 45:7, pages 582-599.
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Elizabeth M. McLaren, Margaret E. Bausch & Melinda Jones Ault. (2016) Collaboration Strategies Reported by Teachers Providing Assistive Technology Services. Journal of Special Education Technology 22:4, pages 16-29.
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Cynthia M. Okolo & Emily C. Bouck. (2016) Research about Assistive Technology: 2000–2006. What Have We Learned?. Journal of Special Education Technology 22:3, pages 19-33.
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Michael McSheehan, Rae M. Sonnenmeier, Cheryl M. Jorgensen & Karen Turner. (2006) Beyond Communication Access. Topics in Language Disorders 26:3, pages 266-290.
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Stephen von Tetzchner, Kari Merete Brekke, Bente Sj<FONT FACE=Symbol>Æ</FONT>thun & Elisabeth Grindheim. (2005) Inclusão de crianças em educação pré-escolar regular utilizando comunicação suplementar e alternativa. Revista Brasileira de Educação Especial 11:2, pages 151-184.
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Marilyn J. Buzolich. (2004) AAC in the Integrated Kindergarten. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 14:2, pages 18-23.
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Gloria Soto. (2004) An AAC Training Program With Emphasis on Collaboration and Inclusion. Perspectives on Issues in Higher Education 7:1, pages 13-17.
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Gloria Soto. (2004) An AAC Training Program with Emphasis on Collaboration and Inclusion. Perspectives on Augmentative and Alternative Communication 13:2, pages 13-17.
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Carolyn Wiles Higdon & Lawrence (Larry) W. Higdon. (2004) A Missing Link. Topics in Language Disorders 24:1, pages 5-17.
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Pam Hunt, Gloria Soto, Julie Maier & Kathy Doering. (2016) Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms. Exceptional Children 69:3, pages 315-332.
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