Citations (22)
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Read on this site (4)
Anel McDowell & Juan Bornman. (2022) Using key-word signing to support learners in South African schools: a study of teachers’ perceptions. Augmentative and Alternative Communication 38:2, pages 106-122.
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Budiyanto, Kieron Sheehy, Helen Kaye & Khofidotur Rofiah. (2018) Developing Signalong Indonesia: issues of happiness and pedagogy, training and stigmatisation. International Journal of Inclusive Education 22:5, pages 543-559.
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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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Christina M. Borders, Stacey Jones Bock & Kristi M. Probst. (2016) A Review of Educational Practices for Deaf/Hard of Hearing Students with Comorbid Autism. Deafness & Education International 18:4, pages 189-205.
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Articles from other publishers (18)
Amarie Carnett, Bailey Devine, Einar Ingvarsson & Barbara Esch. (2023) A Systematic and Quality Review of Augmentative and Alternative Communication Interventions that use Core Vocabulary. Review Journal of Autism and Developmental Disorders.
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Elaine Kwok, Carly A. Cermak, Kathryn Hatherly & Barbara Jane Cunningham. (2022) Intervention Goals for Preschoolers With Language Difficulties and Disorders: A Scoping Review Using the International Classification of Functioning, Disability and Health Framework. American Journal of Speech-Language Pathology 31:3, pages 1-70.
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E. Adam & V. Cruveiller. (2022) L’utilisation des langues des signes avec les enfants autistes : une revue de la littérature. Neuropsychiatrie de l'Enfance et de l'Adolescence 70:1, pages 8-19.
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Emily N. White, Kevin M. Ayres, Sara K. Snyder, Rachel R. Cagliani & Jennifer R. Ledford. (2021) Augmentative and Alternative Communication and Speech Production for Individuals with ASD: A Systematic Review. Journal of Autism and Developmental Disorders 51:11, pages 4199-4212.
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Amanda V Binns, Rachael Smyth, Allison Andres, Joyce Lam & Janis Oram Cardy. (2021) Looking back and moving forward: A scoping review of research on preschool autism interventions in the field of speech-language pathology. Autism & Developmental Language Impairments 6, pages 239694152110331.
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John D. Bonvillian, Nicole Kissane Lee, Tracy T. Dooley & Filip T. Loncke. 2020. Simplified Signs. Simplified Signs.
Nathaniel R. Swain, Patricia A. Eadie & Pamela C. Snow. (2020) Speech and language therapy for adolescents in youth justice: A series of empirical single‐case studies. International Journal of Language & Communication Disorders 55:4, pages 458-479.
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Vanessa Hoffmann & Karolin SchäferVanessa Hoffmann & Karolin Schäfer. 2020. Kindliche Hörstörungen. Kindliche Hörstörungen
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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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Allison Bean, Lindsey Paden Cargill & Samantha Lyle. (2019) Framework for Selecting Vocabulary for Preliterate Children Who Use Augmentative and Alternative Communication. American Journal of Speech-Language Pathology 28:3, pages 1000-1009.
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Andy Smidt, Constantina Markoulli, Chloe Wine, Elsie Chang, Harmony Turnbull, Aylin Huzmeli & Monique Hines. (2018) Retention of signs following a one‐day key word sign training. British Journal of Learning Disabilities 47:1, pages 50-58.
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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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Ellen Rombouts, Bea Maes & Inge Zink. (2017) Key Word Signing Usage of Adults With Intellectual Disabilities: Influence of Communication Partners' Sign Usage and Responsivity. American Journal of Speech-Language Pathology 26:3, pages 853-864.
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Evan H. Dart & Keith C. Radley. (2017) The impact of ordinate scaling on the visual analysis of single-case data. Journal of School Psychology 63, pages 105-118.
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최상배, 권회연, 박경옥 & Byung-Un Jeon. (2017) Exploring the educational use possibilities of Korean sign language to children with deaf and developmental disabilities. The study of Education for Hearing-Language Impairments 8:1, pages 51-70.
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C. D. Webster, D. Fruchter, J. Dean, M. M. Konstantareas & L. Sloman. (2016) Lessons that Linger: A 40-Year Follow-Along Note About a Boy with Autism Taught to Communicate by Gestures when Aged Six. Journal of Autism and Developmental Disorders 46:7, pages 2561-2564.
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Veronica Rose, David Trembath & Karen Bloomberg. (2015) Visual Attention and Key Word Sign in Children with Autism Spectrum Disorder. Journal of Developmental and Physical Disabilities 28:1, pages 33-55.
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Donna Achmadi, Jeff Sigafoos, Larah van der Meer, Dean Sutherland, Giulio E. Lancioni, Mark F. O’Reilly, Flaviu Hodis, Vanessa A. Green, Laurie McLay & Peter B. Marschik. (2014) Acquisition, Preference, and Follow-up Data on the Use of Three AAC Options by Four Boys with Developmental Disability/Delay. Journal of Developmental and Physical Disabilities 26:5, pages 565-583.
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