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Susheel Joginder Singh & Zhu Li Loo. (2023) The use of augmentative and alternative communication by children with developmental disability in the classroom: a case study. Disability and Rehabilitation: Assistive Technology 18:8, pages 1281-1289.
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Jael N. Bootsma, Kristine Stadskleiv, Michelle Phoenix, Johanna J. M. Geytenbeek, Jan Willem Gorter, Dayle McCauley, Sara Fiske, Fiona Campbell, Natasha Crews & Barbara Jane Cunningham. (2023) Implementation of the C-BiLLT, an accessible instrument to assess language comprehension in children with limited motor and speech function: an international clinician survey. Augmentative and Alternative Communication 39:3, pages 135-145.
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Emma Vaillant, Johanna J. M. Geytenbeek, Kim J. Oostrom, Heleen Beckerman, R. Jeroen Vermeulen & Annemieke I. Buizer. (2023) Determinants of spoken language comprehension in children with cerebral palsy. Disability and Rehabilitation 45:10, pages 1667-1679.
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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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Samantha Noyek, Claire Davies, Maude Champagne, Beata Batorowicz & Nora Fayed. (2022) Emotional Well-Being of Children and Youth with Severe Motor and Communication Impairment: A Conceptual Understanding. Developmental Neurorehabilitation 25:8, pages 554-575.
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Sarah Y. Skinner, Jennifer Katz & Vicki F. Knight. (2022) Meaningful participation in a general education classroom of a student with significant disabilities: bridging the fields of occupational therapy and inclusive education. International Journal of Inclusive Education 0:0, pages 1-22.
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Anna Friedmann, Natalie Altschuck, Isabella Bertmann, Fabian Karsch, Anke Petters, Freia De Bock, Heike Philippi, Volker Mall & Elisabeth Wacker. (2022) Participation of children in three Bavarian inclusive primary schools: parent and teacher perspectives. International Journal of Inclusive Education 0:0, pages 1-17.
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Darryl Sellwood, Parimala Raghavendra & Ruth Walker. (2022) Facilitators and barriers to developing romantic and sexual relationships: lived experiences of people with complex communication needs. Augmentative and Alternative Communication 38:1, pages 1-14.
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Rashed Aldabas. (2021) Barriers and facilitators of using augmentative and alternative communication with students with multiple disabilities in inclusive education: special education teachers’ perspectives. International Journal of Inclusive Education 25:9, pages 1010-1026.
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Clara Wepener, Ensa Johnson & Juan Bornman. (2021) Text messaging “Helps Me to Chat”: exploring the interactional aspects of text messaging using mobile phones for youth with complex communication needs. Augmentative and Alternative Communication 37:2, pages 75-86.
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Donald Maciver, Cathleen Hunter, Amanda Adamson, Zoe Grayson, Kirsty Forsyth & Iona McLeod. (2020) Development and Implementation of the CIRCLE Framework. International Journal of Disability, Development and Education 67:6, pages 608-629.
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Erin Perfect, Elizabeth Hoskin, Samantha Noyek & T. Claire Davies. (2020) A systematic review investigating outcome measures and uptake barriers when children and youth with complex disabilities use eye gaze assistive technology. Developmental Neurorehabilitation 23:3, pages 145-159.
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Susheel Joginder Singh, Zhi Zhi Diong & Rahayu Mustaffa Kamal. (2020) Malaysian teachers’ experience using augmentative and alternative communication with students. Augmentative and Alternative Communication 36:2, pages 107-117.
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Anna K. Moffat, Gerry Redmond & Parimala Raghavendra. (2019) The Impact of Social Network Characteristics and Gender on Covert Bullying in Australian Students with Disability in the Middle Years. Journal of School Violence 18:4, pages 613-629.
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Amanda Fleury, Gloria Wu & Tom Chau. (2019) A wearable fabric-based speech-generating device: system design and case demonstration. Disability and Rehabilitation: Assistive Technology 14:5, pages 434-444.
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Michelle C. S. Therrien. (2019) Perspectives and experiences of adults who use AAC on making and keeping friends. Augmentative and Alternative Communication 35:3, pages 205-216.
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Petra Karlsson, Christine Johnston & Katrina Barker. (2018) Influences on students’ assistive technology use at school: the views of classroom teachers, allied health professionals, students with cerebral palsy and their parents. Disability and Rehabilitation: Assistive Technology 13:8, pages 763-771.
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Alan Patricio da Silva, Acary Souza Bulle Oliveira, Italla Maria Pinheiro Bezerra, Thaiany Pedrozo Campos Antunes, Blanca Elena Guerrero Daboin, Rodrigo Daminello Raimundo, Vagner Rogério dos Santos & Luiz Carlos de Abreu. (2018) Low cost assistive technology to support educational activities for adolescents with cerebral palsy. Disability and Rehabilitation: Assistive Technology 13:7, pages 676-682.
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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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Jørn Østvik, Borgunn Ytterhus & Susan Balandin. (2018) ‘So, how does one define a friendship?’: Identifying friendship among students using AAC in inclusive education settings. European Journal of Special Needs Education 33:3, pages 334-348.
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Lay See Yeo & Su-Lynn Tan. (2018) Educational inclusion in Singapore for children with physical disabilities. Asia Pacific Journal of Education 38:2, pages 175-186.
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Sue C. Lin & Robert S. Gold. (2018) Assistive technology needs, functional difficulties, and services utilization and coordination of children with developmental disabilities in the United States. Assistive Technology 30:2, pages 100-106.
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Stephen von Tetzchner. (2018) Introduction to the special issue on aided language processes, development, and use: an international perspective. Augmentative and Alternative Communication 34:1, pages 1-15.
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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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Jørn Østvik, Borgunn Ytterhus & Susan Balandin. (2017) Friendship between children using augmentative and alternative communication and peers: A systematic literature review. Journal of Intellectual & Developmental Disability 42:4, pages 403-415.
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Maria Borgestig, Patrik Rytterström & Helena Hemmingsson. (2017) Gaze-based assistive technology used in daily life by children with severe physical impairments – parents’ experiences. Developmental Neurorehabilitation 20:5, pages 301-308.
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Maria Borgestig, Jan Sandqvist, Gunnar Ahlsten, Torbjörn Falkmer & Helena Hemmingsson. (2017) Gaze-based assistive technology in daily activities in children with severe physical impairments–An intervention study. Developmental Neurorehabilitation 20:3, pages 129-141.
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Beata Batorowicz, Gillian King, Freda Vane, Madhu Pinto & Parimala Raghavendra. (2017) Exploring validation of a graphic symbol questionnaire to measure participation experiences of youth in activity settings. Augmentative and Alternative Communication 33:2, pages 97-109.
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Meng-Ju Tsai. (2016) Communication interaction in special education preschool classrooms. International Journal of Developmental Disabilities 62:4, pages 234-244.
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Kerstin M. Tönsing & Shakila Dada. (2016) Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation. Augmentative and Alternative Communication 32:4, pages 282-304.
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Charity Rowland, Melanie Fried-Oken, Gayl Bowser, Mats Granlund, Donald Lollar, Randall Phelps, Rune J. Simeonsson & Sandra A.M. Steiner. (2016) The Communication Supports Inventory-Children & Youth (CSI-CY), a new instrument based on the ICF-CY. Disability and Rehabilitation 38:19, pages 1909-1917.
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Casey Woodfield & Christine Ashby. (2016) ‘The right path of equality’: supporting high school students with autism who type to communicate. International Journal of Inclusive Education 20:4, pages 435-454.
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Nina Klang, Charity Rowland, Melanie Fried-Oken, Sandra Steiner, Mats Granlund & Margareta Adolfsson. (2016) The content of goals in individual educational programs for students with complex communication needs. Augmentative and Alternative Communication 32:1, pages 41-48.
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Ensa Johnson, Stefan Nilsson & Margareta Adolfsson. (2015) Eina! Ouch! Eish! Professionals’ Perceptions of How Children with Cerebral Palsy Communicate About Pain in South African School Settings: Implications for the use of AAC. Augmentative and Alternative Communication 31:4, pages 325-335.
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Amanda Hynan, Juliet Goldbart & Janice Murray. (2015) A grounded theory of Internet and social media use by young people who use augmentative and alternative communication (AAC). Disability and Rehabilitation 37:17, pages 1559-1575.
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Parimala Raghavendra, Lareen Newman, Emma Grace & Denise Wood. (2015) Enhancing social participation in young people with communication disabilities living in rural Australia: outcomes of a home-based intervention for using social media. Disability and Rehabilitation 37:17, pages 1576-1590.
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Beata Batorowicz, Fiona Campbell, Stephen von Tetzchner, Gillian King & Cheryl Missiuna. (2014) Social Participation of School-aged Children Who Use Communication Aids: The Views of Children and Parents. Augmentative and Alternative Communication 30:3, pages 237-251.
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Gillian King, Beata Batorowicz, Patty Rigby, Madhu Pinto, Laura Thompson & Freda Goh. (2014) The leisure activity settings and experiences of youth with severe disabilities. Developmental Neurorehabilitation 17:4, pages 259-269.
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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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Barbara Collier, Sarah W. Blackstone & Andrew Taylor. (2012) Communication Access to Businesses and Organizations for People with Complex Communication Needs. Augmentative and Alternative Communication 28:4, pages 205-218.
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Pauline Prinsloo, Shakila Dada, Kirsty Bastable, Parimala Raghavendra & Mats Granlund. The application of the family of participation-related constructs (fPRC) framework to AAC intervention outcomes in children with complex communication needs: a scoping review. Augmentative and Alternative Communication 0:0, pages 1-14.
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