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Kyle Sterrett, Alison Holbrook, Rebecca Landa, Ann Kaiser & Connie Kasari. (2023) The effect of responsiveness to speech-generating device input on spoken language in children with autism spectrum disorder who are minimally verbal†. Augmentative and Alternative Communication 39:1, pages 23-32.
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Anna A. Allen, Howard C. Shane, Ralf W. Schlosser & Charles W. Haynes. (2021) The effect of cue type on directive-following in children with moderate to severe autism spectrum disorder. Augmentative and Alternative Communication 37:3, pages 168-179.
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Keely Harper-Hill, David Trembath, Megan Clark, Susan Bruck & Beth Saggers. (2021) Meeting the communication needs of students on the autism spectrum in Australian classrooms: Adjustments reported by educators and specialists. International Journal of Speech-Language Pathology 23:2, pages 191-200.
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Nouf M. Alzrayer, Rashed Aldabas, Abdulkarim Alhossein & Hanan Alharthi. (2021) Naturalistic teaching approach to develop spontaneous vocalizations and augmented communication in children with autism spectrum disorder. Augmentative and Alternative Communication 37:1, pages 14-24.
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Natalie R. Andzik, John M. Schaefer & Victoria L Christensen. (2021) The effects of teacher-delivered behavior skills training on paraeducators' use of a communication intervention for a student with autism who uses AAC. Augmentative and Alternative Communication 37:1, pages 1-13.
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Debora Nunes & Catia Walter. (2020) AAC and Autism in Brazil: A Descriptive Review. International Journal of Disability, Development and Education 67:3, pages 263-279.
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Nouf M. Alzrayer, Devender R. Banda & Rajinder K. Koul. (2019) The Effects of Systematic Instruction in Teaching Multistep Social-Communication Skills to Children with Autism Spectrum Disorder Using an iPad. Developmental Neurorehabilitation 22:6, pages 415-429.
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Amarie Carnett, Alicia Bravo & Hannah Waddington. (2019) Teaching mands for actions to children with autism spectrum disorder using systematic instruction, behavior chain interruption, and a speech-generating device. International Journal of Developmental Disabilities 65:2, pages 98-107.
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Helen I. Cannella-Malone. (2018) Augmentative and alternative communication interventions are effective for adolescents and adults with autism spectrum disorder, but more work is needed. Evidence-Based Communication Assessment and Intervention 12:4, pages 132-134.
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Elizabeth R. Lorah & Jessica Miller$suffix/text()$suffix/text(). (2018) Teaching mands for actions to children with autism spectrum disorder using systematic instruction, behavior chain interruption, and a speech-generating device. Evidence-Based Communication Assessment and Intervention 12:3, pages 120-123.
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Jeff Sigafoos, Laura Roche, Michelle Stevens, Hannah Waddington, Amarie Carnett, Larah van der Meer, Mark F. O'Reilly, Giulio E. Lancioni, Ralf W. Schlosser & Peter B. Marschik. (2018) Teaching two children with autism spectrum disorder to use a speech-generating device. Research and Practice in Intellectual and Developmental Disabilities 5:1, pages 75-86.
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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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Nouf M. Alzrayer, Devender R. Banda & Rajinder Koul. (2017) Teaching children with autism spectrum disorder and other developmental disabilities to perform multistep requesting using an iPad. Augmentative and Alternative Communication 33:2, pages 65-76.
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Kristy Logan, Teresa Iacono & David Trembath. (2017) A systematic review of research into aided AAC to increase social-communication functions in children with autism spectrum disorder. Augmentative and Alternative Communication 33:1, pages 51-64.
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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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Daniel Almirall, Charlotte DiStefano, Ya-Chih Chang, Stephanie Shire, Ann Kaiser, Xi Lu, Inbal Nahum-Shani, Rebecca Landa, Pamela Mathy & Connie Kasari. (2016) Longitudinal Effects of Adaptive Interventions With a Speech-Generating Device in Minimally Verbal Children With ASD. Journal of Clinical Child & Adolescent Psychology 45:4, pages 442-456.
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Farah El Zein, Michael Solis, Russell Lang & Min Kyung Kim. (2016) Embedding perseverative interest of a child with autism in text may result in improved reading comprehension: A pilot study. Developmental Neurorehabilitation 19:3, pages 141-145.
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Nouf M. Alzrayer & Devender R. Banda$suffix/text()$suffix/text(). (2016) All reviews are not the same: A systematic review on requesting skills and speech generating devices is undone by serious methodological issues. Evidence-Based Communication Assessment and Intervention 10:2, pages 97-100.
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Mary-Ann Naguib Bedwani, Susan Bruck & Debra Costley. (2015) Augmentative and alternative communication for children with autism spectrum disorder: An evidence-based evaluation of the Language Acquisition through Motor Planning (LAMP) programme. Cogent Education 2:1.
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Ralf W. Schlosser & Rajinder K. Koul. (2015) Speech Output Technologies in Interventions for Individuals with Autism Spectrum Disorders: A Scoping Review. Augmentative and Alternative Communication 31:4, pages 285-309.
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Jennifer B. Ganz, Mandy J. Rispoli, Rose Ann Mason & Ee Rea Hong. (2014) Moderation of effects of AAC based on setting and types of aided AAC on outcome variables: An aggregate study of single-case research with individuals with ASD. Developmental Neurorehabilitation 17:3, pages 184-192.
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Llyween Couper, Larah van der Meer, Martina C. M. Schäfer, Emma McKenzie, Laurie McLay, Mark F. O’Reilly, Giulio E. Lancioni, Peter B. Marschik, Jeff Sigafoos & Dean Sutherland. (2014) Comparing acquisition of and preference for manual signs, picture exchange, and speech-generating devices in nine children with autism spectrum disorder. Developmental Neurorehabilitation 17:2, pages 99-109.
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R. Michael Barker, Sanae Akaba, Nancy C. Brady & Kathy Thiemann-Bourque. (2013) Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities. Augmentative and Alternative Communication 29:4, pages 334-346.
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Bibi Huskens, Rianne Verschuur, Jan Gillesen, Robert Didden & Emilia Barakova. (2013) Promoting question-asking in school-aged children with autism spectrum disorders: Effectiveness of a robot intervention compared to a human-trainer intervention. Developmental Neurorehabilitation 16:5, pages 345-356.
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Jeff Sigafoos, Hanneke Wermink, Robert Didden, Vanessa A. Green, Ralf W. Schlosser, Mark F. O’Reilly & Giulio E. Lancioni. (2011) Effects of Varying Lengths of Synthetic Speech Output on Augmented Requesting and Natural Speech Production in an Adolescent with Klinefelter Syndrome. Augmentative and Alternative Communication 27:3, pages 163-171.
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Nadine Trottier, Lorraine Kamp & Pat Mirenda. (2011) Effects of Peer-Mediated Instruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines. Augmentative and Alternative Communication 27:1, pages 26-39.
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Mandy Jenkins Rispoli, Jessica H. Franco, Larah van der Meer, Russell Lang & Síglia Pimentel Höher Camargo. (2010) The use of speech generating devices in communication interventions for individuals with developmental disabilities: A review of the literature. Developmental Neurorehabilitation 13:4, pages 276-293.
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Rebecca Checkley, Lisa Reidy, Sue Chantler, Nick Hodge & Katie Holmes. (2012) “Black white zebra orange orange”: how children with autism make use of computer‐based voice output communication aids in their language and communication at school. Journal of Assistive Technologies 6:4, pages 245-258.
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Donna Achmadi, Debora M. Kagohara, Larah van der Meer, Mark F. O’Reilly, Giulio E. Lancioni, Dean Sutherland, Russell Lang, Peter B. Marschik, Vanessa A. Green & Jeff Sigafoos. (2012) Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders. Research in Autism Spectrum Disorders 6:4, pages 1258-1264.
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Larah van der Meer, Dean Sutherland, Mark F. O’Reilly, Giulio E. Lancioni & Jeff Sigafoos. (2012) A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders. Research in Autism Spectrum Disorders 6:4, pages 1247-1257.
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Larah van der Meer, Robert Didden, Dean Sutherland, Mark F. O’Reilly, Giulio E. Lancioni & Jeff Sigafoos. (2012) Comparing Three Augmentative and Alternative Communication Modes for Children with Developmental Disabilities. Journal of Developmental and Physical Disabilities 24:5, pages 451-468.
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Larah van der Meer, Debora Kagohara, Donna Achmadi, Mark F. O’Reilly, Giulio E. Lancioni, Dean Sutherland & Jeff Sigafoos. (2012) Speech-generating devices versus manual signing for children with developmental disabilities. Research in Developmental Disabilities 33:5, pages 1658-1669.
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Debora M. Kagohara, Larah van der Meer, Donna Achmadi, Vanessa A. Green, Mark F. O’Reilly, Giulio E. Lancioni, Dean Sutherland, Russell Lang, Peter B. Marschik & Jeff Sigafoos. (2012) Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices. Research in Autism Spectrum Disorders 6:3, pages 1224-1233.
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Larah van der Meer, Debora Kagohara, Donna Achmadi, Vanessa A. Green, Christina Herrington, Jeff Sigafoos, Mark F. O'Reilly, Giulio E. Lancioni, Russell Lang & Mandy Rispoli. (2011) Teaching Functional Use of an iPod-Based Speech-Generating Device to Individuals with Developmental Disabilities. Journal of Special Education Technology 26:3, pages 1-11.
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Larah van der Meer, Jeff Sigafoos, Mark F. O’Reilly & Giulio E. Lancioni. (2011) Assessing preferences for AAC options in communication interventions for individuals with developmental disabilities: A review of the literature. Research in Developmental Disabilities 32:5, pages 1422-1431.
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Robin Mackenzie & John Watts. (2011) Is our legal, health care and social support infrastructure neurodiverse enough? How far are the aims of the neurodiversity movement fulfilled for those diagnosed with cognitive disability and learning disability?. Tizard Learning Disability Review 16:1, pages 30-37.
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Debora M. Kagohara, Larah van der Meer, Donna Achmadi, Vanessa A. Green, Mark F. O'Reilly, Austin Mulloy, Giulio E. Lancioni, Russell Lang & Jeff Sigafoos. (2010) Behavioral Intervention Promotes Successful Use of an iPod-Based Communication Device by an Adolescent With Autism. Clinical Case Studies 9:5, pages 328-338.
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