Increasing functional use of an assistive communication device by a student with severe disabilities

REFERENCES

• Alwell, M., Hunt, P., Goetz, L., & Sailor, W. (1989). Teaching gener-alized communicative behaviors within interrupted behavior chain contexts. Journal of the Association for Persons with Severe Handicaps, 14, 91–100.
   Web of Science ®Google Scholar
• Apple Computer. (1986). Appleworks integrated software (V 2.0) [Software program]. Cupertino, CA: Author.
   Google Scholar
• Attainment Company (nd). Computer data entry [Software program]. Verona, WI: Author.
   Google Scholar
• Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Be-havior Analysis, 1, 91–97.
   PubMed Web of Science ®Google Scholar
• Birkimer, J. C., & Brown, J. H. (1979). Back to basics: Percentage agreement measures are adequate, but there are easier ways. Journal of Applied Behavior Analysis, 12, 535–543.
   PubMed Web of Science ®Google Scholar
• Bolton, S. O., & Dashiell, S. E. (1984). Interaction checklist for augmentative communication. Idyllwild, CA: lmaginart Communi-cation Products.
   Google Scholar
• Bruno, J. (1988). The minspeak technique, association performance, and the preliterate child. Augmentative and Alternative Communi-cation, 4, 148.
   Google Scholar
• Calculator, S. N., & Jorgensen, C. M. (1991). Integrating AAC instruc-tion into regular education settings: Expounding on best practices. Augmentative and Alternative Communication, 7, 204–212.
   Google Scholar
• Chapman, R., & Miller J. (1980). Analyzing language and communi-cation in the child. In R. Schiefelbusch (Ed.), Nonspeech language and communication: Analysis and intervention (pp. 160–195). Baltimore: University Park Press.
   Google Scholar
• Coon, M. E., Vogelsberg, R. T., & Williams, W. (1981). Effects of classroom public instruction on generalization to the natural envi-ronment. Journal of the Association for the Severely Handicapped, 6, 173–183.
   Google Scholar
• Expert Systems, Inc. (1985). Kids can Typer [Software program]. Nashville, TN: Author.
   Google Scholar
• Goetz, L., Gee, K., & Sailor, W. (1985). Using a behavior chain interruption strategy to teach communication skills to students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 10, 21–30.
   Google Scholar
• Goossens', C. (1989). Aided communication intervention before as-sessment: A case study of a child with cerebral palsy. Augmenta-tive and Alternative Communication, 5, 14–26.
   Google Scholar
• Gross, H., & McGregor, G. (Eds.). (1989). Life skill curriculum: Sec-ondary level. Philadelphia: Division of Special Education, School District of Philadelphia.
   Google Scholar
• Halle, J. W. (1987). Teaching language in the natural environment: An analysis of spontaneity. Journal of the Association for Persons with Severe Handicaps, 12, 28–37.
   Google Scholar
• Halle, J. W. (1982). Teaching functional language to the handicapped: An integrative model of natural environment teaching techniques. Journal of the Association for the Severely Handicapped, 7, 29–37.
   Google Scholar
• Hart, B., & Risley, T. (1975). Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8, 411–420.
   PubMed Web of Science ®Google Scholar
• Homer, R. H., Dunlap, G., & Koegel, R. (1988). Generalization and maintenance. Life-style changes in applied settings. Baltimore: Paul H. Brookes.
   Google Scholar
• Hunt, P., Goetz, L., Alwell, M., & Sailor, W. (1986). Using an inter-rupted behavior chain strategy to teach generalized communica-tion responses. Journal of the Association for Persons with Severe Handicaps, 11, 196–204.
   Web of Science ®Google Scholar
• Kangas, K., & Lloyd, L. (1988). Early cognitive skills as prerequisites to augmentative and alternative communication use. What are we waiting for? Augmentative and Alternative Communication, 4,211–221.
   Google Scholar
• Mirenda, P., & Beukelman, D. R. (1987). A comparison of speech synthesis intelligibility with listeners from three age groups. Aug-mentative and Alternative Communication, 3, 120–128.
   Google Scholar
• Mirenda, P., & Iacono, T. (1990). Communication options for persons with severe and profound disabilities: State of the art and future directions. Journal of the Association for Persons with Severe Handicaps, 15, 3–21.
   Web of Science ®Google Scholar
• Mirenda, P., & Mathy-Laikko, P. (1990). Augmentative and alternative communication applications for persons with severe congenital communication disorders: A review. Augmentative and Alternative Communication, 5, 3–13.
   Google Scholar
• Nietupski, J., & Hamre-Nietupski, S. (1979). Teaching auxiliary com-munication skills to severely handicapped learners. AAESPH Re-view, 4, 107–124.
   Google Scholar
• Owens, R., & House, L. (1984). Decision-making processes in aug-mentative communication. Journal of Speech and Hearing Disor-ders, 49, 18–25.
   PubMedGoogle Scholar
• Rainforth, B., & York, J. (1987). Integrating related services in com-munity instruction. Journal of the Association for Persons with Severe Handicaps, 12 190–198.
   Google Scholar
• Rainforth, B., York, J., & Macdonald, C. (in press). Collaborative teams for students with severe disabilities. Baltimore: Paul Brookes.
   Google Scholar
• Reichle, J., & Karlan, G. (1985). The selection of an augmentative system in communication intervention: A critique of decision rules. Journal of the Association for Persons with Severe Handicaps, 10, 146–156.
   Google Scholar
• Rogers-Warren, A., & Warren, S. (1980). Mands for verbalization: Facilitating the display of newly trained language in children. Behavior Modification, 4, 361–382.
   Web of Science ®Google Scholar
• Romski, M. A., & Sevcik, R. A. (1988). Augmentative and alternative communication systems: Considerations for individuals with se-vere intellectual disabilities. Augmentative and Alternative Com-munication, 4, 83–93.
   Google Scholar
• Rotholz, D. A., Berkowitz, S. F., & Burberry, J. (1989). Functionality of two modes of communication in the community by students with developmental disabilities: A comparison of signing and communi-cation books. Journal of the Association for Persons with Severe Handicaps, 14, 227–233.
   Web of Science ®Google Scholar
• Rusch, R. R., & Hughes, C. (1989). Overview of supported employ-ment. Journal of Applied Behavior Analysis, 22, 351–363.
   PubMed Web of Science ®Google Scholar
• Rusch, F. R., & Kazdin, A. E. (1981). Toward a methodology of withdrawal designs for the assessment of response maintenance. Journal of Applied Behavior Analysis, 14, 131–140.
   PubMed Web of Science ®Google Scholar
• Rusch, F. R., McKee, M., Chadsey-Rusch, J., & Renzaglia, A. (1988). Teaching a student with severe handicaps to self-instruction: A brief report. Education and Training in Mental Retardation, 23, 51–58.
   Google Scholar
• Salend, S. J., Ellis, L. L., & Reynolds, C. J. (1989). Using self-instruc-tion to teach vocational skills to individuals who are severely retarded. Education and Training in Mental Retardation, 24, 248–254.
   Google Scholar
• Shane, H., & Bashir, A. (1980). Election criteria for the adoption of an augmentative communication system: Preliminary considerations. Journal of Speech and Hearing Disorders, 5, 408–414.
   Google Scholar
• Snell, M. E., & Bowder, D. M. (1986). Community-referenced instruc-tion: Research and issues. Journal of the Association for Persons with Severe Handicaps, 11, 1–11.
   Google Scholar
• Stokes, T. F., & Baer, D. M. (1977). An implicit technology of gener-alization. Journal of Applied Behavior Analysis, 10, 349–367.
   PubMed Web of Science ®Google Scholar
• Vogelsberg, R. T. (1979a). Teaching severely handicapped students independent pedestrian skills in the natural environments: Social validation, acquisition, generalization, and maintenance (Doctoral Dissertation, University of Illinois). Dissertation Abstracts Interna-tional, AAD 80–04296.
   Google Scholar
• Vogelsberg, R. T. (1979b). Training severely handicapped students to cross partially controlled intersections. American Association for the Education of the Severely and Profoundly Handicapped Re-view, 4, 264–273.
   Google Scholar
• Walker, R., & Vogelsberg, R. T. (1985). Increasing independent mobility skills for a woman who was severely handicapped and nonambulatory. Applied Research in Mental Retardation, 6,173–183.
   PubMedGoogle Scholar
• Wolf, M. M. (1978). Social validity: The case for subjective measure-ment, or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214.
   PubMed Web of Science ®Google Scholar