Shared Storybook Intervention for Children with Complex Physical, Cognitive and Sensory Needs Who Use Partner-Assisted Scanning

References

• Ahern, K. (2016). What is a robust vocabulary in AAC? Retrieved from http://teachinglearnerswithmultipleneeds.blogspot.com/2016/07/what-is-robust-vocabulary-in-aac.html
   Google Scholar
• Bayldon, H., & Clendon, S. (2017). Partner assisted scanning: Enable the unexpected. Journal of Clinical Practice in Speech-Language Pathology, 19(3), 142–150.
   Google Scholar
• Bayldon, H., Clendon, S. & Doell, E. (2021). Practical challenges when conducting research and providing intervention for children with complex physical,cognitive and sensory needs who use partner assisted scanning [manuscript in preparation].
   Google Scholar
• Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Baltimore, MD: Brookes.
   Google Scholar
• Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino parents to support the multi-symbol message productions of their children who require AAC. Augmentative and Alternative Communication, 24(4), 323–338.
   PubMed Web of Science ®Google Scholar
• Binger, C., & Light, J. (2007). The effect of aided AAC modelling on the expression of multi-symbol messages by pre-schoolers who use AAC. Augmentative and Alternative Communication, 23(1), 30–43.
   PubMed Web of Science ®Google Scholar
• Binger, C., & Light, J. (2008). The morphology and syntax of individuals who use AAC: A research review and implications for effective practice. Augmentative and Alternative Communication, 24(2), 123–138.
   PubMed Web of Science ®Google Scholar
• Burkhart, L. (2016). Multi-modal communication and learning strategies for children who face significant challenges. Retrieved from http://lindaburkhart.com/wp-content/uploads/2016/11/multi-modal-2-day-8-16-AGOSCI-and-ATANZ.pdf
   Google Scholar
• Clendon, S., Erickson, K., Van Rensburg, R. J., & Amm, J. (2014). Shared storybook reading - An authentic context for developing literacy, language, and communication skills. Perspectives on Augmentative and Alternative Communication, 23(4), 182–191.
   Google Scholar
• Deveney, C., Cress, C. J., & Lambert, M. (2016). Parental directiveness and responsivity toward young children with complex communication needs. International Journal of Speech-Language Pathology, 18(1), 53–64.
   PubMed Web of Science ®Google Scholar
• Drager, K. D. R., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modelling on symbol comprehension and production in 2 pre-schoolers with autism. American Journal of Speech-Language Pathology, 15(2), 112–125.
   PubMed Web of Science ®Google Scholar
• Dunn, L., & Dunn, L. M. (2007). Peabody picture vocabulary test (4th ed.). Minneapolis, MN: NCS Pearson.
   Google Scholar
• Dunst, C., & Lowe, L. W. (1986). From reflex to symbol: Describing, explaining, and fostering communicative competence. Augmentative and Alternative Communication, 2(1), 11–18.
   Google Scholar
• Edmister, E., & Wegner, J. (2015). Repeated reading, turn taking, and augmentative and alternative communication (AAC). International Journal of Disability, Development and Education, 62(3), 319–338.
   Web of Science ®Google Scholar
• Harwood, K., Warren, S. F., & Yoder, P. (2002). The importance of responsivity in developing contingent exchanges with beginning communicators. In J. Reichle, D. R. Beukelman, & J. C. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 59–96). Baltimore, MD: Brookes.
   Google Scholar
• Joginder Singh, S., Iacono, T., & Gray, K. M. (2014). An investigation of the intentional communication and symbolic play skills of children with down syndrome and cerebral palsy in Malaysia. Journal of Early Intervention, 36(2), 71–89.
   Web of Science ®Google Scholar
• Kent-Walsh, J., Binger, C., & Hasham, Z. (2010). Effects of parent instruction on the symbolic communication of children using augmentative and alternative communication during storybook reading. American Journal of Speech-Language Pathology, 19(2), 97–107.
   PubMed Web of Science ®Google Scholar
• Kent-Walsh, J., Murza, K. A., Malani, M. D., & Binger, C. (2015). Effects of communication partner instruction on the communication of individuals using AAC: A meta-analysis. Augmentative and Alternative Communication, 31(4), 271–284.
   PubMed Web of Science ®Google Scholar
• Koppenhaver, D. A., Erickson, K. A., & Skotko, B. G. (2001). Supporting communication of girls with Rett syndrome and their mothers in storybook reading. International Journal of Disability. Development and Education, 48(4), 395–410.
   Google Scholar
• Liboiron, N., & Soto, G. (2006). Shared storybook reading with a student who uses alternative and augmentative communication: A description of scaffolding practices. Child Language Teaching and Therapy, 22(1), 69–95.
   Google Scholar
• Light, J. C., Binger, C., & Kelford-Smith, A. (1994). Story reading interactions between preschoolers who use AAC and their mothers. Augmentative and Alternative Communication, 10(4), 255–268.
   Google Scholar
• Light, J. C., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30(1), 1–18.
   PubMed Web of Science ®Google Scholar
• Mathis, H., Sutherland, D., & McAuliffe, M. (2011). The effect of pause time upon the communicative interactions of young people who use augmentative and alternative communication. International Journal of Speech-Language Pathology, 13(5), 411–421.
   PubMed Web of Science ®Google Scholar
• Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed). Upper Saddle River, NJ: Pearson.
   Google Scholar
• Nevers, M. (2016). Exploring AACcess options: Partner assisted scanning. Retrieved from https://www.youtube.com/watch?v=CZinaJEvxnM
   Google Scholar
• Notari-Syverson, A., Maddox, M., Lim, Y. S., & Cole, K. (2002). Language is the key: A program for building language and literacy. Seattle, WA: Washington Research Institute.
   Google Scholar
• Porter, G. (2012). Pragmatic organisation dynamic display communication books: Introductory workshop manual. Glen Waverley, Australia: Cerebral Palsy Education Centre.
   Google Scholar
• Quinn, E. D., Kaiser, A. P., & Ledford, J. R. (2020). Teaching preschoolers with down syndrome using augmentative and alternative communication modelling during small group dialogic reading. American Journal of Speech-Language Pathology, 29(1), 80–100.
   PubMed Web of Science ®Google Scholar
• Romski, M., Sevcik, R. A., Hyatt, A. M., & Cheslock, M. (2002). A continuum of AAC language intervention strategies for beginning communicators. In J. Reichle, D. R. Beukelman, & J. C. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 453–474). Baltimore, MD: Brookes.
   Google Scholar
• Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41(2), 101–115.
   Web of Science ®Google Scholar
• Sennott, S. C., & Mason, L. H. (2016). AAC modeling with the iPad during shared storybook reading pilot study. Communication Disorders Quarterly, 37(4), 242–254.
   Web of Science ®Google Scholar
• Tamis-lemonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children’s achievement of language milestones. Child Development, 72(3), 748–767.
   PubMed Web of Science ®Google Scholar
• Thomas, D. R. (2006). A general inductive approach for analysing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246.
   Web of Science ®Google Scholar
• Treviranus, J., & Roberts, V. (2003). Supporting competent motor control of AAC systems. In J. C. Light, D. R. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC: From research to effective practice (pp. 199–240). Baltimore, MD: Brookes.
   Google Scholar
• Van Tatenhove, G. M. (2016). Normal language acquisition & children using AAC systems. Retrieved from http://www.vantatenhove.com/files/papers/VocabularyLists/CoreVocabListSIDs.pdf
   Google Scholar
• Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Zangari, C. (2016). Video of the week: AAC access for individuals with significant motor limitations through partner assisted scanning. Retrieved from http://praacticalaac.org/video/video-of-the-week-aac-access-for-individuals-with-significant-motor-limitations-through-partner-assisted-scanning/
   Google Scholar