Citations (141)
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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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Katherine Rayer, Tiffany Chavers, Ralf Schlosser & Rajinder Koul. (2023) Efficacy of Speech Output Technologies in Interventions for Persons with Aphasia: A Scoping Review. Aphasiology 37:11, pages 1861-1883.
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Helen Bayldon, Sally Clendon & Elizabeth Doell. (2023) Shared Storybook Intervention for Children with Complex Physical, Cognitive and Sensory Needs Who Use Partner-Assisted Scanning. International Journal of Disability, Development and Education 70:5, pages 751-768.
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Fahad Alresheed & Wendy Machalicek. (2023) A systematic comparison of non-overlap metrics and visual analysis in single-case experimental design. Evidence-Based Communication Assessment and Intervention 0:0, pages 1-19.
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Lisa Bowman-Perrott, Carly Gilson, Richard T. Boon & Kristina E. Ingles. (2023) Peer-Mediated Interventions for Students with Intellectual and Developmental Disabilities: A Systematic Review of Reviews of Social and Behavioral Outcomes. Developmental Neurorehabilitation 26:2, pages 134-154.
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Harriet Korner, Mark Carter & Jennifer Stephenson. (2023) Coaching Parents of Young Children with Complex Communication Needs to Implement Aided Language Stimulation Using Pragmatic Organisation Dynamic Display Communication Books. International Journal of Disability, Development and Education 0:0, pages 1-18.
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Susheel Joginder Singh, Norayzuazwin Mohd Ayob & Fatimah Hani Hassan. (2023) Parents' perception on the use of augmentative and alternative communication by children with complex communication needs in Malaysia. Disability and Rehabilitation: Assistive Technology 18:1, pages 118-126.
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Kerstin M. Tönsing, Jessica Bartram, Refilwe E. Morwane & Annalu Waller. (2022) Designing electronic graphic symbol-based AAC systems: a scoping review. Part 1: system description. Disability and Rehabilitation: Assistive Technology 0:0, pages 1-13.
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Anna Rensfeld Flink, Gunilla Thunberg, Anna Nyman, Malin Broberg & Jakob Åsberg Johnels. (2022) Augmentative and alternative communication with children with severe/profound intellectual and multiple disabilities: speech language pathologists’ clinical practices and reasoning. Disability and Rehabilitation: Assistive Technology 0:0, pages 1-13.
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Deborah Mood, Rose Sheldon, Meredith Tabangin, Susan Wiley & Jareen Meinzen-Derr. (2022) Technology assisted language intervention (TALI) for children who are deaf/hard of hearing: promising impact on pragmatic skills. Deafness & Education International 24:4, pages 334-355.
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Juhi Kidwai, Jonathan Brumberg & Julie Gatts. (2022) Aphasia and high-tech communication support: a survey of SLPs in USA and India. Disability and Rehabilitation: Assistive Technology 0:0, pages 1-10.
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Nimisha Muttiah, Jessica Gormley & Kathryn D. R. Drager. (2022) A scoping review of Augmentative and Alternative Communication (AAC) interventions in Low-and Middle-Income Countries (LMICs). Augmentative and Alternative Communication 38:2, pages 123-134.
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Thales De Nardo & Billy Ogletree$suffix/text()$suffix/text(). (2022) Pilot study on coaching intervention on paraeducator use of Aided Language Modeling yields promising results1. Evidence-Based Communication Assessment and Intervention 16:1, pages 24-28.
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Emily Lorang, Nell Maltman, Courtney Venker, Alyson Eith & Audra Sterling. (2022) Speech-language pathologists’ practices in augmentative and alternative communication during early intervention. Augmentative and Alternative Communication 38:1, pages 41-52.
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Sarah N. Douglas$suffix/text()$suffix/text(). (2021) Telehealth training to educators can support communication intervention implementation by educators and increase high school students’ use of speech-generating devices1. Evidence-Based Communication Assessment and Intervention 15:4, pages 167-172.
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Kimberly J. Vannest & Mary Rose Sallese. (2021) Benchmarking effect sizes in single-case experimental designs. Evidence-Based Communication Assessment and Intervention 15:3, pages 142-165.
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Cindy Gevarter, Mariah Groll, Erin Stone & Adriana Medina Najar. (2021) A parent-implemented embedded AAC intervention for teaching navigational requests and other communicative functions to children with Autism spectrum disorder. Augmentative and Alternative Communication 37:3, pages 180-193.
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Erika M. Timpe, Jennifer Kent-Walsh, Cathy Binger, Debbie Hahs-Vaughn, Nancy Harrington & Jamie B. Schwartz. (2021) Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model. Augmentative and Alternative Communication 37:2, pages 113-128.
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Elizabeth Lorah, Christine Holyfield & Suzanne Kucharczyk. (2021) Typical preschoolers’ perceptions of augmentative and alternative communication modes of a preschooler with autism spectrum disorder. Augmentative and Alternative Communication 37:1, pages 52-63.
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Lotte Meteyard. (2020) Commentary — other initiated repair: a window onto the challenges of real-world communication. Clinical Linguistics & Phonetics 34:10-11, pages 1055-1059.
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David J. Hajjar, John Walter McCarthy, Joann Paula Benigno, James Montgomery & Jenny Chabot. (2020) Effect of online instruction on volunteers who support people with complex communication needs in active recreation. Augmentative and Alternative Communication 36:4, pages 214-225.
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Anna Fäldt, Helena Fabian, Gunilla Thunberg & Steven Lucas. (2020) “All of a sudden we noticed a difference at home too”: parents’ perception of a parent-focused early communication and AAC intervention for toddlers. Augmentative and Alternative Communication 36:3, pages 143-154.
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Lucy Bryant, Melissa Brunner & Bronwyn Hemsley. (2020) A review of virtual reality technologies in the field of communication disability: implications for practice and research. Disability and Rehabilitation: Assistive Technology 15:4, pages 365-372.
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Lauren M. Pierson & J. B. Ganz$suffix/text()$suffix/text(). (2019) Does use of the Picture Exchange Communication System (PECS) and Focused Playtime Intervention (FPI) improve the communication of children with autism spectrum disorder who are minimally verbal?. Evidence-Based Communication Assessment and Intervention 13:4, pages 200-203.
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Helena Tegler, Mia Pless, Monica Blom Johansson & Karin Sonnander. (2019) Speech and language pathologists’ perceptions and practises of communication partner training to support children’s communication with high-tech speech generating devices. Disability and Rehabilitation: Assistive Technology 14:6, pages 581-589.
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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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Emily D. Quinn, Alexandria Cook & Charity Rowland. (2019) An online community of practice to improve intervention for individuals with complex communication needs. Augmentative and Alternative Communication 35:2, pages 142-147.
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Janice Light, David McNaughton & Jessica Caron. (2019) New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions. Augmentative and Alternative Communication 35:1, pages 26-41.
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Janice Light, David McNaughton, David Beukelman, Susan Koch Fager, Melanie Fried-Oken, Thomas Jakobs & Erik Jakobs. (2019) Challenges and opportunities in augmentative and alternative communication: Research and technology development to enhance communication and participation for individuals with complex communication needs. Augmentative and Alternative Communication 35:1, pages 1-12.
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David McNaughton, Janice Light, David R. Beukelman, Chris Klein, Dana Nieder & Godfrey Nazareth. (2019) Building capacity in AAC: A person-centred approach to supporting participation by people with complex communication needs. Augmentative and Alternative Communication 35:1, pages 56-68.
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Ji Young Na & Krista M. Wilkinson. (2018) Communication about emotions during storybook reading: Effects of an instruction programme for children with Down syndrome. International Journal of Speech-Language Pathology 20:7, pages 745-755.
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Petra Karlsson, Abigail Allsop, Betty-Jean Dee-Price & Margaret Wallen. (2018) Eye-gaze control technology for children, adolescents and adults with cerebral palsy with significant physical disability: Findings from a systematic review. Developmental Neurorehabilitation 21:8, pages 497-505.
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Martine Smith & Bronwyn Hemsley. (2018) Reflections on a special issue: motivations to encourage intervention designs. Augmentative and Alternative Communication 34:4, pages 255-257.
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Christine Holyfield, Janice Light, Kathryn Drager, David McNaughton & Jessica Gormley. (2018) Effect of AAC partner training using video on peers’ interpretation of the behaviors of presymbolic middle-schoolers with multiple disabilities*. Augmentative and Alternative Communication 34:4, pages 301-310.
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Kathy Cologon & Zinnia Mevawalla. (2018) Increasing inclusion in early childhood: Key Word Sign as a communication partner intervention. International Journal of Inclusive Education 22:8, pages 902-920.
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Devender R. Banda$suffix/text()$suffix/text(). (2018) The results of this systematic review on AAC with adolescents and adults with autism spectrum disorder has promising implications, despite there being a limited number of studies. Evidence-Based Communication Assessment and Intervention 12:3, pages 81-84.
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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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Melinda R. Snodgrass & Hedda Meadan. (2018) A boy and his AAC team: building instructional competence across team members. Augmentative and Alternative Communication 34:3, pages 167-179.
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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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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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Jennifer Kent-Walsh & Cathy Binger. (2018) Methodological advances, opportunities, and challenges in AAC research. Augmentative and Alternative Communication 34:2, pages 93-103.
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Janice Murray, Annika Dahlgren Sandberg, Martine M. Smith, Débora Deliberato, Kristine Stadskleiv & Stephen von Tetzchner. (2018) Communicating the unknown: descriptions of pictured scenes and events presented on video by children and adolescents using aided communication and their peers using natural speech. Augmentative and Alternative Communication 34:1, pages 30-39.
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Larah van der Meer, Hannah Waddington, Jeff Sigafoos, Susan Balandin, Alicia Bravo, Emily Ogilvie, Tamyra Matthews & Anastasia Sawchak. (2017) Training direct-care staff to implement an iPad®-based communication intervention with adults with developmental disability. International Journal of Developmental Disabilities 63:4, pages 246-255.
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Christine Holyfield, Kathryn D. R. Drager, Jennifer M. D. Kremkow & Janice Light. (2017) Systematic review of AAC intervention research for adolescents and adults with autism spectrum disorder. Augmentative and Alternative Communication 33:4, pages 201-212.
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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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Ellen Rombouts, Bea Maes & Inge Zink. (2017) Beliefs and habits: staff experiences with key word signing in special schools and group residential homes. Augmentative and Alternative Communication 33:2, pages 87-96.
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Teresa Iacono, David Trembath & Shane Erickson. (2016) The role of augmentative and alternative communication for children with autism: current status and future trends. Neuropsychiatric Disease and Treatment 12, pages 2349-2361.
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. (2016) Reflections from Fellows of ISAAC. Augmentative and Alternative Communication 32:4, pages 233-240.
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Martine Smith. (2016) Evidence for Impact and Impact of Evidence. Augmentative and Alternative Communication 32:4, pages 227-232.
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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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Michelle C.S. Therrien, Janice Light & Lauramarie Pope. (2016) Systematic Review of the Effects of Interventions to Promote Peer Interactions for Children who use Aided AAC. Augmentative and Alternative Communication 32:2, pages 81-93.
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Jessica Caron, Janice Light & Kathryn Drager. (2016) Operational Demands of AAC Mobile Technology Applications on Programming Vocabulary and Engagement During Professional and Child Interactions. Augmentative and Alternative Communication 32:1, pages 12-24.
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David McNaughton & Janice Light. (2015) What We Write about When We Write About AAC: The Past 30 Years of Research and Future Directions. Augmentative and Alternative Communication 31:4, pages 261-270.
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Articles from other publishers (88)
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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Sojung Kim & Yu-kyong Choe. (2023) Linking Clinic With Classroom in Intensive Focused Preservice Education on Augmentative and Alternative Communication. American Journal of Speech-Language Pathology 32:6, pages 2922-2939.
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Sofia Benson-Goldberg, Lori Geist & Karen Erickson. (2022) Expressive Communication Over Time: A Longitudinal Analysis of the Project Core Implementation Model. Communication Disorders Quarterly 45:1, pages 64-72.
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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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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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Sarah N. Douglas, Hedda Meadan, Elizabeth E. Biggs, Atikah Bagawan & Adriana Kaori Terol. (2022) Building Family Capacity: supporting multiple family members to implement aided Language modeling. Journal of Autism and Developmental Disorders 53:7, pages 2587-2599.
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Nicole L. Lambright. 2023. Using Assistive Technology for Inclusive Learning in K-12 Classrooms. Using Assistive Technology for Inclusive Learning in K-12 Classrooms
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Sarah N. Douglas, Ryan Bowles, Joshua Plavnick, Tiantian Sun, Sarah M. Dunkel-Jackson & Atikah Bagawan. (2023) Iterative Pilot Testing of the POWR Intervention: Online Training to Support Paraeducator Implementation of Augmentative and Alternative Communication Strategies. Journal of Special Education Technology, pages 016264342311805.
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Kevin Augusto Farias de Alvarenga, Wagner Lima de Alcântara & Débora Marques de Miranda. (2023) What has been done to improve learning for intellectual disability? An umbrella review of published meta‐analyses and systematic reviews. Journal of Applied Research in Intellectual Disabilities 36:3, pages 413-428.
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Susan Trimbur Foster, Megan Thurber Brown & Carol M. Michels. (2023) The Classroom Profile for Integrated Communication Supports: A Framework to Support Augmentative and Alternative Communication Coaching Services in the School Setting. Perspectives of the ASHA Special Interest Groups 8:2, pages 358-371.
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Jessica Gormley, David McNaughton & Janice Light. (2023) Supporting Children's Communication of Choices During Inpatient Rehabilitation: Effects of a Mobile Training for Health Care Providers. American Journal of Speech-Language Pathology 32:2, pages 545-564.
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Tiantian Sun, Ryan P. Bowles & Sarah N. Douglas. (2023) Chinese-English speaking family perspectives of augmentative and alternative communication use with their children. Journal of Communication Disorders 102, pages 106315.
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Rebecca E. Hacker, Hedda Meadan & Adriana Kaori Terol. (2023) Siblings Supporting the Social Interactions of Children Who Use Augmentative and Alternative Communication. American Journal of Speech-Language Pathology 32:1, pages 201-215.
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Lisa N. Erwin-Davidson, Aja McKee & Janice Myck-Wayne. 2022. Handbook of Research on Interdisciplinary Preparation for Equitable Special Education. Handbook of Research on Interdisciplinary Preparation for Equitable Special Education
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Shubha Kashinath, Elena Dukhovny & Prema Polit. (2021) Effects of a Coaching Intervention on Paraeducator Use of Aided Language Modeling in Classroom Settings: A Pilot Investigation. Communication Disorders Quarterly 44:1, pages 33-44.
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Adrianna M. Noyes & Krista M. Wilkinson. (2022) Supporting Access to Mental Health Services for Patients Who Use Augmentative and Alternative Communication: A Proposed Framework and Suggestions for Future Directions. American Journal of Speech-Language Pathology 31:5, pages 2268-2282.
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Marika King, Hannah Ward, Gloria Soto & Tyson S. Barrett. (2022) Supporting Emergent Bilinguals Who Use Augmentative and Alternative Communication and Their Families: Lessons in Telepractice From the COVID-19 Pandemic. American Journal of Speech-Language Pathology 31:5, pages 2004-2021.
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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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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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Christina Sotiropoulou Drosopoulou, Janice Murray, Martine Smith, Kaisa Launonen, Kirsi Neuvonen, Yvonne Lynch, Kristine Stadskleiv & Stephen Von Tetzchner. (2022) Conversation Patterns between Children with Severe Speech Impairment and their Conversation Partners in Dyadic and Multi-person Interactions. Applied Linguistics 43:3, pages 473-492.
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Camryn Terblanche, Michal Harty, Michelle Pascoe & Benjamin V. Tucker. (2022) A Situational Analysis of Current Speech-Synthesis Systems for Child Voices: A Scoping Review of Qualitative and Quantitative Evidence. Applied Sciences 12:11, pages 5623.
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Sarah N. Douglas, Sarah Dunkel-Jackson, Tiantian Sun & Prince Owusu. (2022) A Review of Research Related to the POWR Intervention: a Communication Partner Intervention to Support Children with Neurodevelopmental Disorders. Current Developmental Disorders Reports 9:2, pages 45-52.
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Meghan M. Davidson & Megan A. Morris. (2022) Epilogue: Implementation Science in CSD and Starting Where You Are. American Journal of Speech-Language Pathology 31:3, pages 1179-1187.
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Cathy Binger, Natalie Douglas & Jennifer Kent-Walsh. (2022) Planning for Implementation Science in Clinical Practice Research: An Augmentative and Alternative Communication Example. American Journal of Speech-Language Pathology 31:3, pages 1039-1053.
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Elizabeth E. Biggs, Michelle C. S. Therrien, Melinda R. Snodgrass & Sarah N. Douglas. (2022) Voices From the Field: Strategies for Effective Telepractice for Children With Autism Who Use Augmentative and Alternative Communication. Perspectives of the ASHA Special Interest Groups 7:2, pages 324-337.
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Cheri Dodge-Chin, Sandra Shigetomi-Toyama & Emily D. Quinn. (2022) Teaching Parents Read, Ask, Answer, Prompt Strategies via Telepractice: Effects on Parent Strategy Use and Child Communication. Language, Speech, and Hearing Services in Schools 53:2, pages 237-255.
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Tara V. McCarty & Janice C. Light. (2022) Supporting Peer Interactions for Students With Complex Communication Needs in Inclusive Settings: Paraeducator Roles. Perspectives of the ASHA Special Interest Groups 7:1, pages 229-244.
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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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Petra Karlsson, Tom Griffiths, Michael T. Clarke, Elegast Monbaliu, Kate Himmelmann, Saranda Bekteshi, Abigail Allsop, René Pereksles, Claire Galea & Margaret Wallen. (2021) Stakeholder consensus for decision making in eye-gaze control technology for children, adolescents and adults with cerebral palsy service provision: findings from a Delphi study. BMC Neurology 21:1.
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Salena Babb, David McNaughton, Janice Light & Jessica Caron. (2021) “Two Friends Spending Time Together”: The Impact of Video Visual Scene Displays on Peer Social Interaction for Adolescents With Autism Spectrum Disorder. Language, Speech, and Hearing Services in Schools 52:4, pages 1095-1108.
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Yen Na Yum, Soby Ka Wing So & Rosanna Yuen-Yan Chan. (2021) Sensitivity to Communication Partners During Naturalistic AAC Conversations in Cantonese Chinese. Frontiers in Psychology 12.
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April M. Yorke, Jessica Gosnell Caron, Nina Pukys, Emily Sternad, Christina Grecol & Carley Shermak. (2020) Foundational Reading Interventions Adapted for Individuals Who Require Augmentative and Alternative Communication (AAC): a Systematic Review of the Research. Journal of Developmental and Physical Disabilities 33:4, pages 537-582.
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Gabriela A. Rangel-Rodríguez, Mar Badia & Sílvia Blanch. (2021) Encouraging Emotional Conversations in Children With Complex Communication Needs: An Observational Case Study. Frontiers in Psychology 12.
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Janice Light, Allison Barwise, Ann Marie Gardner & Molly Flynn. (2021) Personalized Early AAC Intervention to Build Language and Literacy Skills. Topics in Language Disorders 41:3, pages 209-231.
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Michelle C. S. Therrien. (2021) Teacher-Implemented AAC Intervention to Support Peer Interaction in an Inclusive Preschool Classroom: A Pilot Study. Inclusion 9:2, pages 78-91.
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Sarah E. Ivy, Michelle C. S. Therrien, Kelly Whalon, Mert Bilgin, Sarah Cox & Nanette Hammons. (2020) RouTEAM: Home and School Partnerships to Support Communication for Children with Complex Communication Needs. Journal of Developmental and Physical Disabilities 33:3, pages 351-372.
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Sarah N. Douglas, Elizabeth E. Biggs, Hedda Meadan & Atikah Bagawan. (2021) The Effects of Telepractice to Support Family Members in Modeling a Speech-Generating Device in the Home. American Journal of Speech-Language Pathology 30:3, pages 1157-1169.
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Yu-Hsin Hsieh, Maria Borgestig, Deepika Gopalarao, Joy McGowan, Mats Granlund, Ai-Wen Hwang & Helena Hemmingsson. (2021) Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners. International Journal of Environmental Research and Public Health 18:10, pages 5134.
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Laura E. Hayes & Matthew C. Traughber. (2021) Improving Facilitation of Student Communication Through Observational Feedback Within a Partner Instruction Model. Language, Speech, and Hearing Services in Schools 52:2, pages 542-553.
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Christine Holyfield. (2021) Comparative Effects of Picture Symbol With Paired Text and Text-Only Augmentative and Alternative Communication Representations on Communication From Children With Autism Spectrum Disorder. American Journal of Speech-Language Pathology 30:2, pages 584-597.
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Jamie B Boster, Alyson M Spitzley, Taylor W Castle, Abby R Jewell, Christina L Corso & John W McCarthy. (2021) Music Improves Social and Participation Outcomes for Individuals With Communication Disorders: A Systematic Review. Journal of Music Therapy 58:1, pages 12-42.
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A. Carnett, S. Hansen, C. Tullis & W. Machalicek. (2020) Using behavioural skills training via telehealth to increase teachers use of communication interventions and increase student use of speech‐generating devices in a high school functional skills classroom. Journal of Intellectual Disability Research 65:2, pages 133-148.
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Michelle Schladant & Monica Dowling. (2020) Parent Perspectives on Augmentative and Alternative Communication Integration for Children With Fragile X Syndrome: It Starts in the Home. Intellectual and Developmental Disabilities 58:5, pages 409-421.
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Kelsey Mandak, Janice Light & David McNaughton. (2020) The Effects of an Online Training on Preservice Speech-Language Pathologists' Use of Family-Centered Skills. American Journal of Speech-Language Pathology 29:3, pages 1489-1504.
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John D. Bonvillian, Nicole Kissane Lee, Tracy T. Dooley & Filip T. Loncke. 2020. Simplified Signs. Simplified Signs.
Kathy S. Bourque. (2020) Peer-Mediated Augmentative and Alternative Communication Interventions for Young Children With Autism Spectrum Disorder and Limited to No Spoken Communication. Perspectives of the ASHA Special Interest Groups 5:3, pages 602-610.
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Stephanie Robinson, Sion Hannuna & Oussama Metatla. (2020) Not on any map. Not on any map.
P. Charlie Buckley, Kimberly A. Murza & Tami Cassel. (2020) Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”. Perspectives of the ASHA Special Interest Groups 5:1, pages 290-303.
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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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Kathy S. Bourque & Howard Goldstein. (2020) Expanding Communication Modalities and Functions for Preschoolers With Autism Spectrum Disorder: Secondary Analysis of a Peer Partner Speech-Generating Device Intervention. Journal of Speech, Language, and Hearing Research 63:1, pages 190-205.
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Yashomathi. 2020. Interdisciplinary Approaches to Altering Neurodevelopmental Disorders. Interdisciplinary Approaches to Altering Neurodevelopmental Disorders
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Tetsuya Hirotomi. 2020. Human Interaction and Emerging Technologies. Human Interaction and Emerging Technologies
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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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Susannah A. Boyle, David McNaughton & Shelley E. Chapin. (2019) Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review. Focus on Autism and Other Developmental Disabilities 34:4, pages 205-214.
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Joe Reichle, Jessica Simacek, Sanikan Wattanawongwan & Jennifer Ganz. (2019) Implementing Aided Augmentative Communication Systems With Persons Having Complex Communicative Needs. Behavior Modification 43:6, pages 841-878.
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John W. McCarthy & Jamie B. Boster. (2019) Growing Up With Technology. Topics in Language Disorders 39:4, pages E1-E16.
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Christine Holyfield & Jessica Caron. (2019) Augmentative and Alternative Communication Technology Innovations to Build Skills and Compensate for Limitations in Adolescent Language. Topics in Language Disorders 39:4, pages 350-369.
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Michele Glacken, Denise Healy, Ursula Gilrane, Siobhan Healy-Mc Gowan, Seamus Dolan, Dympna Walsh-Gallagher & Carmel Jennings. (2018) Key word signing: Parents’ experiences of an unaided form of augmentative and alternative communication (Lámh). Journal of Intellectual Disabilities 23:3, pages 327-343.
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Ashley McCoy & David McNaughton. (2018) Training Education Professionals to Use the Picture Exchange Communication System: a Review of the Literature. Behavior Analysis in Practice 12:3, pages 667-676.
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Lori Marra & Katie Micco. (2019) Communication Partner Training to Increase Interactive Communication Using Augmentative and Alternative Communication: A Case Study. Perspectives of the ASHA Special Interest Groups 4:4, pages 584-592.
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