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Hilde Aven Lillehaug, Gunvor Lilleholt Klevberg & Kristine Stadskleiv. (2023) Provision of augmentative and alternative communication interventions to Norwegian preschool children with cerebral palsy: are the right children receiving interventions?. Augmentative and Alternative Communication 39:4, pages 219-229.
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Wansiya Kamonsitichai & Howard Goldstein. (2023) Speech-language pathologists’ perceptions of augmentative and alternative communication in Thailand. Augmentative and Alternative Communication 39:4, pages 230-240.
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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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Jenny Samuelsson, Jakob Åsberg Johnels, Gunilla Thunberg, Lisa Palmqvist, Mikael Heimann, Monica Reichenberg & Emil Holmer. (2023) The relationship between early literacy skills and speech-sound production in students with intellectual disability and communication difficulties: a cross-sectional study. International Journal of Developmental Disabilities 0:0, pages 1-11.
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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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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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R Ward, N Hennessey, E Barty, C Elliott, J Valentine & R Cantle Moore. (2022) Clinical utilisation of the Infant Monitor of vocal Production (IMP) for early identification of communication impairment in young infants at-risk of cerebral palsy: a prospective cohort study. Developmental Neurorehabilitation 25:2, pages 101-114.
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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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Oihana Leonet & María Orcasitas-Vicandi. (2021) The use of augmentative and alternative communication in educational settings in the Basque Autonomous Community (Spain). European Journal of Special Needs Education 36:4, pages 642-656.
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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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Gillian S. Townend, Theresa E. Bartolotta, Anna Urbanowicz, Helena Wandin & Leopold M.G. Curfs. (2020) Development of consensus-based guidelines for managing communication of individuals with Rett syndrome. Augmentative and Alternative Communication 36:2, pages 71-81.
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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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Christina Swett, Holly Surins, Christopher Welton, Tracy A. Shepherd, Anne Marie Renzoni & Stephen E. Ryan. (2020) Toward greater involvement of youth with complex communication needs in the selection of augmentative and alternative communication devices. Disability and Rehabilitation: Assistive Technology 15:1, pages 92-100.
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Alison Moorcroft, Nerina Scarinci & Carly Meyer. (2019) Speech pathologist perspectives on the acceptance versus rejection or abandonment of AAC systems for children with complex communication needs. Augmentative and Alternative Communication 35:3, pages 193-204.
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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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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, 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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MaryAnn Romski & Rose A. Sevcik. (2018) The complexities of AAC intervention research: emerging trends to consider. Augmentative and Alternative Communication 34:4, pages 258-264.
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Natalie R. Andzik, John M. Schaefer, Robert T. Nichols & Yun-Ching Chung. (2018) National survey describing and quantifying students with communication needs. Developmental Neurorehabilitation 21:1, pages 40-47.
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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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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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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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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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Brenna Griffen, Christine Holyfield, Elizabeth R. Lorah & Nicolette Caldwell. Increasing linguistic and prelinguistic communication for social closeness during naturalistic AAC instruction with young children on the autism spectrum. Augmentative and Alternative Communication 0:0, pages 1-14.
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Articles from other publishers (73)
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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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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Maria De Leon, Patti Solomon-Rice & Gloria Soto. (2023) Perspectives and Experiences of Eight Latina Mothers of Young Children With Augmentative and Alternative Communication Needs. Perspectives of the ASHA Special Interest Groups, pages 1-14.
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Justin D. Lane, Devin Graley, Collin Shepley & Katherine M. Lynch. (2022) Systematic Review of Naturalistic Language Interventions in Schools: Child- and Adult-Level Outcomes for Verbal Communication. Remedial and Special Education 44:4, pages 319-331.
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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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Natalie S. Pak, Kathryn M. Bailey, Jennifer R. Ledford & Ann P. Kaiser. (2023) Comparing Interventions With Speech-Generating Devices and Other Augmentative and Alternative Communication Modes: A Meta-Analysis. American Journal of Speech-Language Pathology 32:2, pages 786-802.
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Justin D. Lane & Jennifer A. Brown. (2023) Child Communication Research and Practice: Collaborative Roles for Behavior Analysts and Speech-Language Pathologists. Policy Insights from the Behavioral and Brain Sciences 10:1, pages 104-112.
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Mary Ann Romski, Rose A. Sevcik, Marika King, Gianluca DeLeo, Lee Branum‐Martin & Juan Bornman. (2022) Using a self‐guided app to provide communication strategies for caregivers of young children with developmental disorders: A pilot investigation. Journal of Policy and Practice in Intellectual Disabilities 20:1, pages 73-88.
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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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Amy L. Donaldson, endever* corbin, Alyssa Hillary Zisk & Brandon Eddy. (2023) Promotion of Communication Access, Choice, and Agency for Autistic Students. Language, Speech, and Hearing Services in Schools 54:1, pages 140-155.
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Erica D. Floreani, Silvia Orlandi & Tom Chau. (2022) A pediatric near-infrared spectroscopy brain-computer interface based on the detection of emotional valence. Frontiers in Human Neuroscience 16.
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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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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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Tiantian Sun, Ryan P. Bowles, Hope K. Gerde & Sarah N. Douglas. (2020) Supporting AAC Use for Preschoolers With Complex Communication Needs. Young Exceptional Children 25:2, pages 101-112.
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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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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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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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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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