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International Journal of Speech-Language Pathology Volume 13, 2011 - Issue 5: People With Developmental Disability and Complex Communication Needs
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Original Articles

Complex contextual influences on the communicative interactions of students with multiple and severe disabilities

Tania De BortoliThe University of Newcastle, Newcastle, AustraliaCorrespondence[email protected]
,
Michael Arthur-KellyThe University of Newcastle, Newcastle, Australia
,
Phil ForemanThe University of Newcastle, Newcastle, Australia
,
Susan BalandinMolde University College, Norway
&
Bernice MathisenThe University of Newcastle, Newcastle, Australia
Pages 422-435 | Published online: 05 Sep 2011

Citations (11)

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Read on this site (8)

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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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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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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Gordon Lyons, Tania De Bortoli & Michael Arthur-Kelly. (2017) Triangulated Proxy Reporting: a technique for improving how communication partners come to know people with severe cognitive impairment. Disability and Rehabilitation 39:18, pages 1814-1820.
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Kerstin M. Tönsing & Shakila Dada. (2016) Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation. Augmentative and Alternative Communication 32:4, pages 282-304.
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Nina Klang, Charity Rowland, Melanie Fried-Oken, Sandra Steiner, Mats Granlund & Margareta Adolfsson. (2016) The content of goals in individual educational programs for students with complex communication needs. Augmentative and Alternative Communication 32:1, pages 41-48.
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Laura Roche, Jeff Sigafoos, Giulio E. Lancioni, Mark F. O’Reilly & Vanessa A. Green. (2015) Microswitch Technology for Enabling Self-Determined Responding in Children with Profound and Multiple Disabilities: A Systematic Review. Augmentative and Alternative Communication 31:3, pages 246-258.
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Tania De Bortoli, Michael Arthur-Kelly, Bernice Mathisen & Susan Balandin. (2014) Speech-Language Pathologists’ Perceptions of Implementing Communication Intervention with Students with Multiple and Severe Disabilities. Augmentative and Alternative Communication 30:1, pages 55-70.
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Articles from other publishers (3)

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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Darren Chadwick, Susan Buell & Juliet Goldbart. (2019) Approaches to communication assessment with children and adults with profound intellectual and multiple disabilities. Journal of Applied Research in Intellectual Disabilities 32:2, pages 336-358.
Crossref
Shakila Dada. 2019. Inclusion, Equity and Access for Individuals with Disabilities. Inclusion, Equity and Access for Individuals with Disabilities 153 178 .

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