https://orcid.org/0000-0003-2219-8604
References
- Andzik, N. R., Chung, Y.-C., Doneski-Nicol, J., & Dollarhide, C. T. (2019). AAC services in schools: A special educator’s perspective. International Journal of Developmental Disabilities, 65(2), 89–97. https://doi.org/10.1080/20473869.2017.1368909
- Beukelman, D. R., & Light, J. C. (2020). Augmentative & alternative communication: Supporting children and adults with complex communication needs. (5th ed.). Brookes Publishing.
- Biggs, E. E., Bumble, J. L., & Hacker, R. E. (2023). Professional networks of special educators and speech-language pathologists working with students who use augmentative and alternative communication. Remedial and Special Education, 44(5), 351–364. https://doi.org/10.1177/07419325221128497
- Boada, D. A. (2022). Cultivating an online teacher community of practice around the instructional conversation pedagogy: A social network analysis. Educational Technology Research and Development, 70(1), 289–319. https://doi.org/10.1007/s11423-021-10058-9
- Dean, B. A., Harden-Thew, K., & Thomas, L. (2017). Building an online community to support the professional development of casual teachers. International Journal for Academic Development, 22(1), 31–42. https://doi.org/10.1080/1360144X.2016.1261356
- Hoffmann, T., Bennett, S., & Del Mar, C. (2017). Evidence-based practice across the health professions. (3rd ed.). Elsevier Health Sciences.
- Instructure. (n.d). Canvas. Retrieved November 11, 2023, from https://www.instructure.com/canvas
- Jones-Wohleber, T. (2018). Model as a MASTER PAL training. https://nwacs.info/master-pal
- 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 (Baltimore, Md.: 1985), 31(4), 271–284. https://doi.org/10.3109/07434618.2015.1052153
- Leatherman, E. M., & Wegner, J. R. (2022). Augmentative and alternative communication in the classroom: Teacher practices and experiences. Language, Speech, and Hearing Services in Schools, 53(3), 874–893. https://doi.org/10.1044/2022_LSHSS-21-00125
- Sanders, E. J., Page, T. A., & Lesher, D. (2021). School-based speech-language pathologists: Confidence in augmentative and alternative communication assessment. Language, Speech, and Hearing Services in Schools, 52(2), 512–528. https://doi.org/10.1044/2020_LSHSS-20-00067
- Senner, J. E., & Baud, M. R. (2017). The use of an eight-step instructional model to train school staff in partner-augmented input. Communication Disorders Quarterly, 38(2), 89–95. https://doi.org/10.1177/1525740116651251
- Smidt, A., Markoulli, C., Wine, C., Chang, E., Turnbull, H., Huzmeli, A., & Hines, M. (2019). Retention of signs following a one-day key word sign training. British Journal of Learning Disabilities, 47(1), 50–58. https://doi.org/10.1111/bld.12257
- Soto, G., & Zangari, C. (Eds.) (2009). Practically speaking: Language, literacy, and academic development for students with AAC needs. Brookes.
- Swancutt, L., Medhurst, M., Poed, S., & Walker, P. (2019). Making adjustments to curriculum, pedagogy and assessment. In Inclusive education for the 21st century. Routledge.