Teaching Conceptually Referenced Core Vocabulary for Initial Augmentative and Alternative Communication

References

• Beck, A. R., Stoner, J. B., & Dennis, M. L. (2009). An investigation of aided language stimulation: Does it increase AAC use with adults with developmental disabilities and complex communication needs? Augmentative and Alternative Communication, 25, 42–54. doi: 10.1080/07434610802131059
   PubMed Web of Science ®Google Scholar
• Beukelman, D. R., Yorkston, K. M., Poblete, M., & Naranjo, C. (1984). Frequency of word occurrence in communication samples produced by adult communication aid users. Journal of Speech and Hearing Disorders, 49, 360–367.
   PubMedGoogle Scholar
• Billingsley, F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229–241.
   Google Scholar
• Brewster, S. (2013). Saying the ‘F word…in the nicest possible way’: Augmentative communication and discourses of disability. Disability & Society, 28, 125–128. doi: 10.1080/09687599.2012.736672
   Web of Science ®Google Scholar
• Cosbey, J. E., & Johnston, S. (2006). Using a single-switch voice output communication aid to increase social access for children with severe disabilities. Research & Practice for Persons with Severe Disabilities, 31, 144–156.
   Web of Science ®Google Scholar
• Cummings, A. R., Carr, J. E., & LeBlanc, L. A. (2012). Experimental evaluation of the training structure of the Picture Exchange Communication System (PECS). Research in Autism Spectrum Disorders, 6, 32–45. doi: 10.1016/j.rasd.2011.08.006
   Web of Science ®Google Scholar
• Fallon, K. A., Light, J. C., & Paige, T. K. (2001). Enhancing vocabulary selection for preschoolers who require augmentative and alternative communication (AAC). American Journal of Speech-Language Pathology, 10, 81–95.
   Web of Science ®Google Scholar
• Fried-Oken, M., & More, L. (1992). An initial vocabulary for nonspeaking preschool children based on developmental and environmental language sources. Augmentative and Alternative Communication, 8, 41–56. doi: 10.1080/07434619212331276033
   Google Scholar
• Fristoe, M., & Lloyd, L. L. (1980). Planning an initial expressive sign lexicon for persons with severe communication impairment. Journal of Speech and Hearing Disorders, 45, 170–180.
   PubMedGoogle Scholar
• Frost, L., & Bondy, A. (2002). The Picture Exchange Communication System training manual (2nd ed.). Newark, DE: Pyramid Educational Products.
   Google Scholar
• Gast, D. L. (2010). Single subject research methodology in behavioral sciences. New York, NY: Routledge.
   Google Scholar
• Horn, E., & Kang, J. (2011). Supporting young children with multiple disabilities: What do we know and what do we still need to learn?Topics in Early Childhood Special Education, 31, 241–248. doi: 10.1177/0271121411426487
   Web of Science ®Google Scholar
• Kazdin, A. E. (1982). Single-case research designs. New York, NY: Oxford.
   Google Scholar
• Koul, R. K., Schlosser, R. W., & Sancibrian, S. (2001). Effects of symbol, referent, and instructional variables on the acquisition of aided and unaided symbols by individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 16, 162–169. doi:10.1177/108835760101600304
   Google Scholar
• Lahey, M., & Bloom, L. (1977). Planning a first lexicon: Which words to teach first. Journal of Speech and Hearing Disorders, 42, 340–350.
   PubMedGoogle Scholar
• Lancioni, G. E., O’Reilly, M. F., Singh, N. N., Sigafoos, J., Didden, R., Oliva, D. . . Groeneweg, J. (2009). Persons with multiple disabilities accessing stimulation and requesting social contact via microswitch and VOCA devices: New research evaluation and social validation. Research in Developmental Disabilities, 30, 1084–1094. doi: 10.1016/j.ridd.2009.03.004
   PubMed Web of Science ®Google Scholar
• Lancioni, G. E., O’Reilly, M. F., Singh, N. N., Sigafoos, J., Oliva, D., & Severini, L. (2008). Three persons with multiple disabilities accessing environmental stimuli and asking for social contact through microswitch and VOCA technology. Journal of Intellectual Disability Research, 52, 327–336. doi: 10.1111/j.1365-2788.2007.01024.x
   PubMed Web of Science ®Google Scholar
• Light, J., & McNaughton, D. (2012). Supporting the communication, language, and literacy development of children with complex communication needs: State of science and future research priorities. Assistive Technology, 24, 34–44. doi: 10.1080/10400435.2011.648717
   Web of Science ®Google Scholar
• Logan, K. R., & Gast, D. L. (2001). Conducting preference assessments and reinforcer testing for individuals with profound multiple disabilities: Issues and procedures. Exceptionality, 9, 123–134. doi: 10.1207/S15327035EX0903_3
   Google Scholar
• Lund, S. K., & Troha, J. M. (2008). Teaching young people who are blind and have autism to make requests using a variation on the Picture Exchange Communication System with tactile symbols: A preliminary investigation. Journal of Autism and Developmental Disorders, 38, 719–730. doi: 10.1007/s10803-007-0439-4
   PubMed Web of Science ®Google Scholar
• Martin, C. A., Drasgow, E., Halle, J. W., & Brucker, J. M. (2005). Teaching a child with autism and severe language delays to reject: Direct and indirect effects of functional communication training. Educational Psychology, 25, 287–304. doi: 10.1080/0144341042000301210
   Google Scholar
• Morrow, D. R., Mirenda, P., Beukelman, D. R., & Yorkston, K. M. (1993). Vocabulary selection for augmentative communication systems: A comparison of three techniques. American Journal of Speech-Language Pathology, 2, 19–30. doi:10.1080/07434619112331275883
   Google Scholar
• National Joint Committee for the Communication Needs of Persons with Severe Disabilities. (1992). Guidelines for meeting the communication needs of persons with severe disabilities [Guidelines]. Retrieved from http://www.asha.org/docs/html/GL1992-00201.html#sec1.3.1
   Google Scholar
• Reichle, J., Halle, J., & Johnston, S. (1993). Developing an initial communicative repertoire: Applications and issues for persons with severe disabilities. In A. Kaiser & D. Gray (Eds.), Enhancing children's communication: Research foundations for intervention (pp. 105–136). Baltimore, MD: Brookes.
   Google Scholar
• Reichle, J., & Sigafoos, J. (1991). Establishing an initial repertoire of requesting. In J. Reichle, J. York, & J. Sigafoos (Eds.), Implementing augmentative and alternative communication: Strategies for learners with severe disabilities (pp. 89–114). Baltimore, MD: Brookes.
   Google Scholar
• Rowland, C., & Schweigert, P. (2000). Tangible symbols, tangible outcomes. Augmentative and Alternative Communication, 16, 61–78. doi: 10.1080/07434610012331278914
   Google Scholar
• Sigafoos, J., Didden, R., & O’Reilly, M. F. (2003). Effects of speech output on maintenance of requesting and frequency of vocalizations in three children with developmental disabilities. Augmentative and Alternative Communication, 19, 37–47. doi: 10.1080/0743461032000056487
   PubMedGoogle Scholar
• Sigafoos, J., Didden, R., Schlosser, R., Green, V. A., O’Reilly, M. F., & Lancioni, G. E. (2008). A review of intervention studies on teaching AAC to individuals who are deaf and blind. Journal of Developmental and Physical Disabilities, 20, 71–99. doi: 10.1007/s1088200790815
   Web of Science ®Google Scholar
• Sigafoos, J., Drasgow, E., Halle, J. W., O’Reilly, M., Seely-York, S., Edrisinha, C., & Andrews, A. (2004). Teaching VOCA use as a communicative repair strategy. Journal of Autism and Developmental Disorders, 34, 411–422.
   PubMed Web of Science ®Google Scholar
• Sigafoos, J., Green, V. A., Payne, D., Son, S., O’Reilly, M., & Lancioni, G. E. (2009). A comparison of picture exchange and speech-generating devices: Acquisition, preference, and effects on social interaction. Augmentative and Alternative Communication, 25, 99–109. doi: 10.1080/07434610902739959
   PubMed Web of Science ®Google Scholar
• Sigafoos, J., O’Reilly, M. O., Seely-York, S., & Edrisinha, C. (2004). Teaching students with developmental disabilities to locate their AAC device. Research in Developmental Disabilities, 25, 371–383. doi: 10.1016/j.ridd.2003.07.002
   PubMed Web of Science ®Google Scholar
• Smith, M. (2006). Speech, language and aided communication: Connections and questions in a developmental context. Disability and Rehabilitation, 28, 151–157. doi:10.1080/09638280500077747
   PubMed Web of Science ®Google Scholar
• Snell, M. E., & Brown, F. (2011). Selecting teaching strategies and arranging educational environments. In M. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (pp. 122–185). New York, NY: Pearson.
   Google Scholar
• Snell, M. E., Chen, L., & Hoover, K. (2006). Teaching augmentative and alternative communication to students with severe disabilities: A review of intervention research 1997–2003. Research & Practice for Persons with Severe Disabilities, 31, 203–214.
   Web of Science ®Google Scholar
• Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367.
   PubMed Web of Science ®Google Scholar
• Trembath, D., Balandin, S., & Togher, L. (2007). Vocabulary selection for Australian children who use augmentative and alternative communication. Journal of Intellectual and Developmental Disability, 32, 291–301.
   PubMed Web of Science ®Google Scholar
• Trief, E., Cascella, P. W., & Bruce, S. M. (2013). A field study of a standardized tangible symbol system for learners who are visually impaired and have multiple disabilities. Journal of Visual Impairment and Blindness, 107, 180–192.
   Web of Science ®Google Scholar
• Yorkston, K. M., Dowden, P. A., Honsinger, M. J., Marriner, N., & Smith, K. (1988). A comparison of standard and user vocabulary lists. Augmentative and Alternative Communication, 4, 189–210. doi: 10.1080/07434618812331274807
   Google Scholar