Citations (24)
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Jessica Caron, Janice Light & David McNaughton. (2023) Effects of adapted Letter-Sound correspondence instruction with older learners with complex communication needs and autism spectrum disorder. Augmentative and Alternative Communication 39:1, pages 45-59.
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Christos-Marios Pontikas, Ellia Tsoukalas & Aspasia Serdari. (2022) A map of assistive technology educative instruments in neurodevelopmental disorders. Disability and Rehabilitation: Assistive Technology 17:7, pages 738-746.
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Kelsey Mandak, Janice Light & Susannah Boyle. (2018) The effects of literacy interventions on single-word reading for individuals who use aided AAC: a systematic review. Augmentative and Alternative Communication 34:3, pages 206-218.
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Jessica Caron, Janice Light, Christine Holyfield & David McNaughton. (2018) Effects of dynamic text in an AAC app on sight word reading for individuals with autism spectrum disorder. Augmentative and Alternative Communication 34:2, pages 143-154.
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Jennifer Kent-Walsh, Kimberly A. Murza, Melissa D. Malani & Cathy Binger. (2015) Effects of Communication Partner Instruction on the Communication of Individuals using AAC: A Meta-Analysis. Augmentative and Alternative Communication 31:4, pages 271-284.
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R. Michael Barker, Mindy Sittner Bridges & Kathryn J. Saunders. (2014) Validity of a Non-Speech Dynamic Assessment of Phonemic Awareness via the Alphabetic Principle. Augmentative and Alternative Communication 30:1, pages 71-82.
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Articles from other publishers (18)
Sara C. Collins, Andrea Barton-Hulsey, Christy Timm-Fulkerson & Michelle C. S. Therrien. (2023) AAC & Literacy: A Scoping Review of Print Knowledge Measures for Students who use Aided Augmentative and Alternative Communication. Journal of Developmental and Physical Disabilities.
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Marianne Elmquist, Becky Crowe, Sanikan Wattanawongwan, Joe Reichle, Lauren Pierson, Jessica Simacek, Ee Rea Hong, Ching-Yi Liao & J. Birdie Ganz. (2023) Caregiver-Implemented AAC Interventions for Children with Intellectual or Developmental Disabilities: a Systematic Review. Review Journal of Autism and Developmental Disorders.
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María Luisa Gómez Taibo & Sara Paramos Alonso. (2022) Documentación de habilidades comunicativas y de lenguaje receptivo en un caso de Síndrome de Rett. Revista de Investigación en Logopedia 12:2, pages e77431.
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Young Sin You, Seok Jeong Yeon & Youngsun Lee. (2022) The Effects of Text-based AAC Intervention on Letter-phoneme and Word Recognition for Children with Autism Spectrum Disorder. Communication Sciences & Disorders 27:1, pages 86-106.
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Becky Crowe, Wendy Machalicek, Qi Wei, Christine Drew & Jay Ganz. (2021) Augmentative and Alternative Communication for Children with Intellectual and Developmental Disability: A Mega-Review of the Literature. Journal of Developmental and Physical Disabilities 34:1, pages 1-42.
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Andrea Barton-Hulsey, Sarah Phinney & Sara Collins. (2021) Augmentative and Alternative Communication Supports for Language and Literacy in Preschool: Considerations for Down Syndrome and Autism Spectrum Disorder. Seminars in Speech and Language 42:04, pages 345-362.
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Susan J. Loveall & Andrea Barton-Hulsey. (2021) Reading Skills in Down Syndrome: Implications for Clinical Practice. Seminars in Speech and Language 42:04, pages 330-344.
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Sofia Benson-Goldberg & Karen Erickson. (2021) Eye-trackers, digital-libraries, and print-referencing: A single case study in CDKL5. Research in Developmental Disabilities 112, pages 103913.
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Susan S. Johnston, Breda V. O’Keeffe & Kristen Stokes. (2018) Early Literacy Support for Students With Physical Disabilities and Complex Communication Needs. TEACHING Exceptional Children 51:2, pages 91-99.
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Andrea Barton-Hulsey, Rose A. Sevcik & MaryAnn Romski. (2018) The Relationship Between Speech, Language, and Phonological Awareness in Preschool-Age Children With Developmental Disabilities. American Journal of Speech-Language Pathology 27:2, pages 616-632.
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Anna C. Schmidt-Naylor, Kathryn J. Saunders & Nancy C. Brady. (2017) Developing the Alphabetic Principle to Aid Text-Based Augmentative and Alternative Communication Use by Adults With Low Speech Intelligibility and Intellectual Disabilities. American Journal of Speech-Language Pathology 26:2, pages 397-412.
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Débora Regina de Paula NUNES & Elizabeth Cynthia WALTER. (2016) Processos de Leitura em Educandos com Autismo: um Estudo de Revisão. Revista Brasileira de Educação Especial 22:4, pages 619-632.
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Elizabeth Benedek-Wood, David McNaughton & Janice Light. (2015) Instruction in Letter-Sound Correspondences for Children With Autism and Limited Speech. Topics in Early Childhood Special Education 36:1, pages 43-54.
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Lee L. Mason, Christopher J. Rivera, Trina D. Spencer, Breda V. O'Keeffe, Douglas B. Petersen & Timothy A. Slocum. (2016) A PRELIMINARY INVESTIGATION OF VISUAL GOAL MARKERS TO PROMPT FLUENT ORAL READING. Psychology in the Schools 53:1, pages 58-72.
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성시연, KIMYOUNGTAE & 한선경. (2015) A Meta-Analysis of Phonological Awareness Intervention Related to Emergent Literacy Skills for AAC Users. Journal of speech-language & hearing disorders 24:2, pages 49-59.
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Yusuke Hayashi, Anna C. Schmidt & Kathryn J. Saunders. (2013) Effects of letter-identification training on letter naming in prereading children. Journal of Applied Behavior Analysis 46:4, pages 838-843.
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