Citations (45)
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Gloria Soto, Michael T. Clarke & Gat Savaldi-Harussi. (2023) Relationship between lexicon and grammar in children and youth who use augmentative and alternative communication. Augmentative and Alternative Communication 39:4, pages 293-301.
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Gat Savaldi-Harussi & Sigal Uziel. (2023) Frequency of word usage by Hebrew preschoolers: implications for AAC core vocabulary. Augmentative and Alternative Communication 39:2, pages 123-134.
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Kirsi A. Neuvonen, Martine M. Smith, Kaisa Launonen & Stephen von Tetzchner. (2022) Communication partner strategies in negotiation for meaning in interactions involving aided communication. Clinical Linguistics & Phonetics 0:0, pages 1-20.
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Ann Sutton, Natacha Trudeau, Jill P. Morford, Martine M. Smith & Marie-Ève Mascolo. (2022) Expressive and receptive performance with graphic symbol sentences by individuals who use aided communication. Augmentative and Alternative Communication 38:3, pages 135-147.
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Marika R. King & Gloria Soto. (2022) Code-switching using aided AAC: toward an integrated theoretical framework. Augmentative and Alternative Communication 38:1, pages 67-76.
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Brittney Cooper, Gloria Soto & Michael T. Clarke. (2021) Prompting for repair as a language teaching strategy for augmentative and alternative communication. Augmentative and Alternative Communication 37:4, pages 251-260.
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Shakila Dada, Cathy Flores, Kirsty Bastable & Ralf W. Schlosser. (2021) The effects of augmentative and alternative communication interventions on the receptive language skills of children with developmental disabilities: A scoping review. International Journal of Speech-Language Pathology 23:3, pages 247-257.
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Ann Sutton, Natacha Trudeau, Jill P. Morford & Martine M. Smith. (2021) Expressive and receptive use of speech and graphic symbols by typically developing children: What skills contribute to performance on structured sentence-level tasks?. International Journal of Speech-Language Pathology 23:2, pages 155-167.
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Jocelyn Mngomezulu, Kerstin M. Tönsing, Shakila Dada & Nomadlozi B. Bokaba. (2019) Determining a Zulu core vocabulary for children who use augmentative and alternative communication. Augmentative and Alternative Communication 35:4, pages 274-284.
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Janice Murray, Yvonne Lynch, Stuart Meredith, Liz Moulam, Juliet Goldbart, Martine Smith, Nicola Randall & Simon Judge. (2019) Professionals’ decision-making in recommending communication aids in the UK: competing considerations. Augmentative and Alternative Communication 35:3, pages 167-179.
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Elena Dukhovny & Jennifer J. Thistle. (2019) An exploration of motor learning concepts relevant to use of speech-generating devices. Assistive Technology 31:3, pages 126-132.
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Gat Savaldi-Harussi, Lyle Lustigman & Gloria Soto. (2019) The emergence of clause construction in children who use speech generating devices. Augmentative and Alternative Communication 35:2, pages 109-119.
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Edward J. D. Webb, David Meads, Yvonne Lynch, Nicola Randall, Simon Judge, Juliet Goldbart, Stuart Meredith, Liz Moulam, Stephane Hess & Janice Murray. (2019) What’s important in AAC decision making for children? Evidence from a best–worst scaling survey. Augmentative and Alternative Communication 35:2, pages 80-94.
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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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Stephen von Tetzchner, Kaisa Launonen, Beata Batorowicz, Leila Regina d’Oliveira de Paula Nunes, Cátia Crivelenti de Figueiredo Walter, Judith Oxley, Munique Massaro, Kristine Stadskleiv, Chih-Kang Yang & Débora Deliberato. (2018) Communication aid provision and use among children and adolescents developing aided communication: an international survey. Augmentative and Alternative Communication 34:1, pages 79-91.
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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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Michael T. Clarke, Gloria Soto & Keith Nelson. (2017) Language learning, recasts, and interaction involving AAC: background and potential for intervention. Augmentative and Alternative Communication 33:1, pages 42-50.
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. (2016) Reflections from Fellows of ISAAC. Augmentative and Alternative Communication 32:4, pages 233-240.
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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 (25)
Meghan E. Wendelken & Diane L. Williams. (2023) Is Research on Augmentative and Alternative Communication Intervention With Children With Autism Spectrum Disorder Reflected in the Clinical Practice of Speech-Language Pathologists?. Perspectives of the ASHA Special Interest Groups 8:6, pages 1432-1455.
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Simon Judge, Janice Murray, Yvonne Lynch, Stuart Meredith, Liz Moulam, Nicola Randall, Helen Whittle & Juliet Goldbart. (2022) Attributes of communication aids as described by those supporting children and young people with AAC. International Journal of Language & Communication Disorders 58:3, pages 910-928.
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Agustín E. Martínez-González, Matti Cervin & Jose A. Piqueras. (2021) Relationships Between Emotion Regulation, Social Communication and Repetitive Behaviors in Autism Spectrum Disorder. Journal of Autism and Developmental Disorders 52:10, pages 4519-4527.
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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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Gloria Soto. (2022) The Protocol for the Analysis of Aided Language Samples in Spanish: A Tutorial. Perspectives of the ASHA Special Interest Groups 7:2, pages 523-532.
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Gat Savaldi-Harussi & Leah Fostick. (2021) Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures. Frontiers in Psychology 12.
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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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Kirsi A. Neuvonen, Caroline Jagoe, Kaisa Launonen, Martine M. Smith & Stephen Von Tetzchner. (2021) Expectations and interpretations of conversations using aided communication. Journal of Interactional Research in Communication Disorders 10:2.
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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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Samantha Gross Toews, Russell Johnston, Jennifer A. Kurth, Andrea L. Ruppar, Jessica A. McQueston & Katie M. McCabe. (2021) Alignment of Supplementary Aids and Services With Student Needs and Placement. Intellectual and Developmental Disabilities 59:3, pages 187-203.
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Débora DELIBERATO, Fernanda Delai Lucas ADURENS & Aila Narene Dahwache Criado ROCHA. (2021) Brincar e Contar Histórias com Crianças com Transtorno do Espectro Autista: Mediação do Adulto. Revista Brasileira de Educação Especial 27.
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Janice Murray, Yvonne Lynch, Juliet Goldbart, Liz Moulam, Simon Judge, Edward Webb, Mark Jayes, Stuart Meredith, Helen Whittle, Nicola Randall, David Meads & Stephane Hess. (2020) The decision-making process in recommending electronic communication aids for children and young people who are non-speaking: the I-ASC mixed-methods study. Health Services and Delivery Research 8:45, pages 1-158.
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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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Martine M. Smith. (2019) Innovations for Supporting Communication: Opportunities and Challenges for People with Complex Communication Needs. Folia Phoniatrica et Logopaedica 71:4, pages 156-167.
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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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Tara O'Neill, Janice Light & Lauramarie Pope. (2018) Effects of Interventions That Include Aided Augmentative and Alternative Communication Input on the Communication of Individuals With Complex Communication Needs: A Meta-Analysis. Journal of Speech, Language, and Hearing Research 61:7, pages 1743-1765.
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Seray B. Ibrahim, Asimina Vasalou & Michael Clarke. (2018) Design Opportunities for AAC and Children with Severe Speech and Physical Impairments. Design Opportunities for AAC and Children with Severe Speech and Physical Impairments.
Yvonne Lynch, Muireann McCleary & Martine Smith. (2018) Instructional strategies used in direct AAC interventions with children to support graphic symbol learning: A systematic review. Child Language Teaching and Therapy 34:1, pages 23-36.
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Gloria Soto & Michael T. Clarke. (2017) Effects of a Conversation-Based Intervention on the Linguistic Skills of Children With Motor Speech Disorders Who Use Augmentative and Alternative Communication. Journal of Speech, Language, and Hearing Research 60:7, pages 1980-1998.
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Jamie B. Boster, Joann P. Benigno & John W. McCarthy. (2017) New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces. Perspectives of the ASHA Special Interest Groups 2:12, pages 40-54.
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Beth E. Davidoff. (2017) AAC With Energy—Earlier. The ASHA Leader 22:1, pages 48-53.
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Carole Zangari. (2016) Looking Back to Move Forward: 25 Years of Thinking About AAC and Language. Perspectives of the ASHA Special Interest Groups 1:12, pages 144-152.
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Gat Savaldi-Harussi & Gloria Soto. (2016) Using SALT: Considerations for the Analysis of Language Transcripts of Children Who Use SGDs. Perspectives of the ASHA Special Interest Groups 1:12, pages 110-124.
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