Citations (50)
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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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Allison Bean, Kyle Harris, Hanna Kim, Carmen DiGiovine & Amy Miller Sonntag. (2023) A scoping review of communication outcomes measures in augmentative and alternative communication. Assistive Technology 0:0, pages 1-22.
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Meredith Suhr, Allison Bean, Jordyn Rolniak, Lindsey Paden Cargill & Samantha Lyle. (2023) The influence of classroom context on AAC device use for nonspeaking school-aged autistic children. International Journal of Speech-Language Pathology 0:0, pages 1-11.
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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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Amy Young, Sally Clendon & Elizabeth Doell. (2023) Exploring augmentative and alternative communication use through collaborative planning and peer modelling: a descriptive case-study. International Journal of Inclusive Education 27:6, pages 755-770.
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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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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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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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Marika King, MaryAnn Romski & Rose A. Sevcik. (2020) Growing up with AAC in the digital age: a longitudinal profile of communication across contexts from toddler to teen. Augmentative and Alternative Communication 36:2, pages 128-141.
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R. Michael Barker, MaryAnn Romski, Rose A. Sevcik, Lauren B. Adamson, Ashlyn L. Smith & Roger Bakeman. (2019) Intervention focus moderates the association between initial receptive language and language outcomes for toddlers with developmental delay. Augmentative and Alternative Communication 35:4, pages 263-273.
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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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Cynthia Donato, Elizabeth Spencer & Michael Arthur-Kelly. (2018) A critical synthesis of barriers and facilitators to the use of AAC by children with autism spectrum disorder and their communication partners. Augmentative and Alternative Communication 34:3, pages 242-253.
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Jareen Meinzen-Derr, Susan Wiley, Rose McAuley, Laura Smith & Sandra Grether. (2017) Technology-assisted language intervention for children who are deaf or hard-of-hearing; a pilot study of augmentative and alternative communication for enhancing language development. Disability and Rehabilitation: Assistive Technology 12:8, pages 808-815.
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Nancy Thomas-Stonell, Bernadette Robertson, Bruce Oddson & Peter Rosenbaum. (2016) Communicative participation changes in pre-school children receiving augmentative and alternative communication intervention. International Journal of Speech-Language Pathology 18:1, pages 32-40.
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Smita Worah, David McNaughton, Janice Light & Elizabeth Benedek-Wood. (2015) A comparison of two approaches for representing AAC vocabulary for young children. International Journal of Speech-Language Pathology 17:5, pages 460-469.
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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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Marika R. King, Cathy Binger & Jennifer Kent-Walsh. (2015) Using Dynamic Assessment to Evaluate the Expressive Syntax of Children who use Augmentative and Alternative Communication. Augmentative and Alternative Communication 31:1, pages 1-14.
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Articles from other publishers (33)
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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Emily D. Quinn, Kristi Atkins & Alexandria Cook. (2023) Exploring Classroom Factors and Augmentative and Alternative Communication Use in Qualitative Interviews. American Journal of Speech-Language Pathology 32:5, pages 2158-2177.
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Jane O'Regan Kleinert, Jaqueline F. Kearns, Judith L. Page & Harold L. Kleinert. (2023) Promising Strategies for Teaching Augmentative and Alternative Communication in Inclusive Educational Settings: A Systematic Review. Language, Speech, and Hearing Services in Schools, pages 1-25.
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Emily D. Quinn, Kim Kurin, Kristi L. Atkins & Alexandria Cook. (2023) Identifying Implementation Strategies to Increase Augmentative and Alternative Communication Adoption in Early Childhood Classrooms: A Qualitative Study. Language, Speech, and Hearing Services in Schools, pages 1-19.
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Helena Wandin, Helena Tegler, Lena Svedberg & Linn Johnels. (2023) A Scoping Review of Aided AAC Modeling for Individuals With Developmental Disabilities and Emergent Communication. Current Developmental Disorders Reports 10:2, pages 123-131.
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Emily Jensen, Sarah N. Douglas & Hope K. Gerde. (2023) Dispelling Myths Surrounding AAC Use for Children: Recommendations for Professionals. Inclusive Practices 2:1, pages 30-36.
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Tiantian Sun, Ryan Bowles, Sarah N. Douglas & Joshua Plavnick. (2023) Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity. Exceptional Children, pages 001440292211465.
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Hazim Aal Ismail, Cori More, Joshua Baker & Stephanie Huff. (2021) Integrating Augmentative and Alternative Communication Into a Stay-Play-Talk Program in Preschool. TEACHING Exceptional Children 55:2, pages 122-130.
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Harold L. Kleinert, Jacqui Kearns, Lou-Ann Land, Judith L. Page & Jane O’Regan Kleinert. (2022) Peer-Assisted Aided AAC Modeling for Students With Complex Communication Needs. TEACHING Exceptional Children, pages 004005992211228.
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Lauramarie Pope, Janice Light & Amber Franklin. (2022) Black Children With Developmental Disabilities Receive Less Augmentative and Alternative Communication Intervention Than Their White Peers: Preliminary Evidence of Racial Disparities From a Secondary Data Analysis. American Journal of Speech-Language Pathology 31:5, pages 2159-2174.
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Oihana Leonet, Maria Orcasitas-Vicandi, Argia Langarika-Rocafort, Nahia Idoiaga Mondragon & Gorka Roman Etxebarrieta. (2022) A Systematic Review of Augmentative and Alternative Communication Interventions for Children Aged From 0 to 6 Years. Language, Speech, and Hearing Services in Schools 53:3, pages 894-920.
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Tiffany Chavers, Cissy Cheng & Rajinder Koul. (2022) Dynamic Augmentative and Alternative Communication Displays for Individuals with Developmental Disabilities: a Review. Current Developmental Disorders Reports 9:2, pages 37-44.
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Nimisha Muttiah, Kathryn D. R. Drager, Bethany Beale, Hailey Bongo & Lindsay Riley. (2019) The Effects of an Intervention Using Low-Tech Visual Scene Displays and Aided Modeling With Young Children With Complex Communication Needs. Topics in Early Childhood Special Education 42:1, pages 91-104.
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Marla J. Lohmann, Alexandria Kappel & Matthew S. Taylor. (2021) Augmentative and Alternative Communication and Remote Learning. Rural Special Education Quarterly 41:1, pages 48-54.
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Christine Brennan, Haley Weintraub, Sherri Tennant & Christina Meyers. (2021) Speech, Language, and Communication Deficits and Intervention in a Single Case of Pediatric Autoimmune Encephalitis. American Journal of Speech-Language Pathology 30:6, pages 2350-2367.
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Jareen Meinzen-Derr, Rose Sheldon, Mekibib Altaye, Laura Lane, Lindsay Mays & Susan Wiley. (2021) A Technology-Assisted Language Intervention for Children Who Are Deaf or Hard of Hearing: A Randomized Clinical Trial. Pediatrics 147:2.
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Emma Vaillant, Johanna J M Geytenbeek, Elise P Jansma, Kim J Oostrom, R Jeroen Vermeulen & Annemieke I Buizer. (2020) Factors associated with spoken language comprehension in children with cerebral palsy: a systematic review. Developmental Medicine & Child Neurology 62:12, pages 1363-1373.
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Sarah N. Douglas, Patricia West & Rebecca Kammes. (2020) The Training Experiences of Augmentative and Alternative Communication Practitioners in One Midwestern State. Perspectives of the ASHA Special Interest Groups 5:1, pages 219-230.
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Emily D. Quinn, Ann P. Kaiser & Jennifer R. Ledford. (2020) Teaching Preschoolers With Down Syndrome Using Augmentative and Alternative Communication Modeling During Small Group Dialogic Reading. American Journal of Speech-Language Pathology 29:1, pages 80-100.
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Jennifer J. Thistle. (2019) The Effect of Symbol Background Color on the Speed of Locating Targets by Adults Without Disabilities: Implications for Augmentative and Alternative Communication Display Design. Perspectives of the ASHA Special Interest Groups 4:6, pages 1482-1488.
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Laura J. Hahn, Nancy C. Brady & Theresa Versaci. (2019) Communicative Use of Triadic Eye Gaze in Children With Down Syndrome, Autism Spectrum Disorder, and Other Intellectual and Developmental Disabilities. American Journal of Speech-Language Pathology 28:4, pages 1509-1522.
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Visković, Sunko & Mendeš. (2019) Children’s Play—The Educator’s Opinion. Education Sciences 9:4, pages 266.
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Chih-Hsiung Huang & Pei-Jung Lin. (2019) Effects of Symbol Component on the Identifying of Graphic Symbols from EEG for Young Children with and without Developmental Delays. Applied Sciences 9:6, pages 1260.
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Renata Thaís de Almeida Barbosa, Acary Souza Bulle de Oliveira, Jennifer Yohanna Ferreira de Lima Antão, Tânia Brusque Crocetta, Regiani Guarnieri, Thaiany Pedrozo Campos Antunes, Claudia Arab, Thaís Massetti, Italla Maria Pinheiro Bezerra, Carlos Bandeira de Mello Monteiro & Luiz Carlos de Abreu. (2018) Augmentative and alternative communication in children with Down’s syndrome: a systematic review. BMC Pediatrics 18:1.
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Kathy Thiemann-Bourque, Sarah Feldmiller, Lesa Hoffman & Stacy Johner. (2018) Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research 61:8, pages 2045-2061.
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Anja Kollmar, Christiane Hohenstein, Adriana Sabatino & Brigitte Gantschnig. (2018) Augmentative and Alternative Communication – Scoping Review / Unterstützte Kommunikation – Scoping Review. International Journal of Health Professions 5:1, pages 91-108.
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Ashlyn L. Smith, Andrea Barton-Hulsey & Nonye Nwosu. (2016) AAC and Families: Dispelling Myths and Empowering Parents. Perspectives of the ASHA Special Interest Groups 1:12, pages 10-20.
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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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Sarah N. Douglas, David McNaughton & Janice Light. (2014) Online Training for Paraeducators to Support the Communication of Young Children. Journal of Early Intervention 35:3, pages 223-242.
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