Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities

References

• Bender, R., & Lange, S. (2001). Adjusting for multiple testing – when and how? Journal of Clinical Epidemiology, 54, 343–349. doi: http://dx.doi.org/10.1016/S0895-4356(00)00314-0
   PubMed Web of Science ®Google Scholar
• Beukelman, D. R., & Mirenda, P. (2012). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative & Alternative Communication, 23, 30–43. doi: 10.1080/07434610600807470
   PubMed Web of Science ®Google Scholar
• Bondy, A. S., & Frost, L. A. (1994). The picture exchange communication system. Focus on Autism and Other Developmental Disabilities, 9, 1–19. doi: 10.1177/108835769400900301
   Google Scholar
• Brady, N. C. (2000). Improved comprehension of object names following voice output communication aid use: Two case studies. Augmentative and Alternative Communication, 16, 197–204. doi: 10.1080/07434610012331279054
   Google Scholar
• Brady, N. C., Herynk, J. W., & Fleming, K. (2010). Communication input matters: Lessons from prelinguistic children learning to use AAC in preschool environments. Early Childhood Services, 4, 141–154.
   Google Scholar
• Brady, N. C., Thiemann-Bourque, K., Fleming, K., & Matthews, K. (2013). Predicting language outcomes for children learning AAC: Child and environmental factors. [Advance online publication]. Journal of Speech, Language, and Hearing Research. doi: 10.1044/1092-4388(2013/12-0102)
   PubMed Web of Science ®Google Scholar
• Calculator, S. N. (1997). Fostering early language acquisition and AAC use: Exploring reciprocal influences between children and their environments. Augmentative and Alternative Communication, 13, 149–157. doi: 10.1080/07434619712331277968
   Google Scholar
• Calculator, S. N. (2009). Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities. International Journal of Inclusive Education, 13, 93–113. doi: 10.1080/13603110701284656
   Web of Science ®Google Scholar
• Cannella-Malone, H. I., Fant, J. L., & Tullis, C. A. (2010). Using the picture exchange communication system to increase the social communication of two individuals with severe developmental disabilities. Journal of Developmental and Physical Disabilities, 22, 149–163. doi: 10.1007/s10882-009-9174-4
   Web of Science ®Google Scholar
• Carr, D., & Felce, J. (2007). The effects of PECS teaching to phase III on the communicative interactions between children with autism and their teachers. Journal of Autism and Developmental Disorders, 37, 724–737. doi: 10.1007/s10803-006-0203-1
   PubMed Web of Science ®Google Scholar
• Carter, M., & Maxwell, K. (1998). Promoting interaction with children using augmentative communication through a peer-directed intervention. International Journal of Disability, Development and Education, 45, 75–96. doi: 10.1080/1034912980450106
   Google Scholar
• Cress, C. J., & Marvin, C. A. (2003). Common questions about AAC services in early intervention. Augmentative and Alternative Communication, 19, 254–272.
   Google Scholar
• Douglas, S. N., Light, J. C., & McNaughton, D. B. (2013). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education. 33, 91–101. doi: 10.1177/0271121412467074
   Web of Science ®Google Scholar
• Drager, K., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in two preschoolers with autism. American Journal of Speech-Language Pathology, 15, 112–125. doi: 10.1044/1058-0360(2006/012)
   PubMed Web of Science ®Google Scholar
• Dunn, L. M., & Dunn, D. M. (2007). Peabody Picture Vocabulary Test (4th ed.). San Antonio, TX: Pearson.
   Google Scholar
• Flippin, M., Reszka, S., & Watson, L. R. (2010). Effectiveness of the picture exchange communication system (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech-Language Pathology, 19, 178–195. doi: 10.1044/1058-0360(2010/09-0022)
   PubMed Web of Science ®Google Scholar
• Ganz, J. B., Parker, R., & Benson, J. (2009). Impact of the picture exchange communication system: Effects on communication and collateral effects on maladaptive behaviors. Augmentative and Alternative Communication, 25, 250–261. doi: 10.3109/07434610903381111
   PubMed Web of Science ®Google Scholar
• Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication system in children with characteristics of autism. Journal of Autism and Developmental Disorders, 34, 395–409. doi: 10.1023/B:JADD.0000037416.59095.d7
   PubMed Web of Science ®Google Scholar
• Goossens’, C. (1989). Aided communication intervention before assessment: A case study of a child with cerebral palsy. Augmentative and Alternative Communication, 5, 14–26. doi: 10.1080/07434618912331274926
   Google Scholar
• Harris, M. D., & Reichle, J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities. American Journal of Speech-Language Pathology, 13, 155–167. doi: 10.1044/1058-0360(2004/016)
   PubMed Web of Science ®Google Scholar
• Howlin, P., Gordon, R. K., Pasco, G., Wade, A., & Charman, T. (2007). The effectiveness of picture exchange communication system (PECS) training for teachers of children with autism: A pragmatic, group randomised controlled trial. Journal of Child Psychology and Psychiatry, 48, 473–481. doi: 10.1111/j.1469-7610.2006.01707.x
   PubMed Web of Science ®Google Scholar
• Johnston, S. S., Reichle, J., Feeley, K. M., & Jones, E. A. (Eds.). (2012). AAC strategies for individuals with moderate to severe disabilities. Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Jones, C. D., & Schwartz, I. S. (2004). Siblings, peers, and adults differential effects of models for children with autism. Topics in Early Childhood Special Education, 24, 187–198. doi: 10.1177/02711214040240040101
   Web of Science ®Google Scholar
• Jones, E. A., & Bailey-Orr, M. (2012). Using AAC to support language comprehension. In S. S. Johnston, J. Reichle, K. M. Feeley & E. A. Jones (Eds.), AAC strategies for individuals with moderate to severe disabilities (pp. 311–345). Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21, 195–204. doi: 10.1080/07434610400006646
   Web of Science ®Google Scholar
• Kravits, T., Kamps, D., Kemmerer, K., & Potucek, J. (2002). Brief report: Increasing communication skills for an elementary-aged student with autism using the picture exchange communication system. Journal of Autism and Developmental Disorders, 32, 225–230. doi: 10.1023/A:1015457931788
   PubMed Web of Science ®Google Scholar
• Light, J. (1997). “Let's go star fishing”: Reflections on the contexts of language learning for children who use aided AAC. Augmentative and Alternative Communication, 13, 158–171. doi: 10.1080/07434619712331277978
   Google Scholar
• Light, J., & Drager, K. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication, 23, 204–216. doi:10.1080/07434610701553635
   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 the science and future research priorities. Assistive Technology, 24, 34–44.
   Web of Science ®Google Scholar
• McNaughton, D., & Light, J. (2013). The iPad and mobile technology revolution: Benefits and challenges for individuals who require augmentative and alternative communication. Augmentative and Alternative Communication, 29, 107–116. doi: 10.3109/07434618.2013.784930
   PubMed Web of Science ®Google Scholar
• Miller, J., & Iglesias, A. (2008). Systematic analysis of language transcripts (salt), research version 2008 [Computer software]: SALT Software, LLC.
   Google Scholar
• Mullen, E. M. (1995). Mullen Scales of Early Learning. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Nakagawa, S. (2004). A farewell to bonferroni: The problems of low statistical power and publication bias. Behavioral Ecology, 15, 1044–1045. doi: 10.1093/beheco/arh107
   Web of Science ®Google Scholar
• Nigam, R., & Wendt, O. (2010). Peer-mediated naturalistic teaching, both with and without a speech-generating device, has transient effect on communicative behaviors in preschool children with autism spectrum disorders. Evidence-Based Communication Assessment & Intervention, 4, 27–31. doi: 10.1080/17489530903374882
   Google Scholar
• Ogletree, B. T., Bruce, S. M., Finch, A., Fahey, R., & McLean, L. (2011). Recommended communication-based interventions for individuals with severe intellectual disabilities. Communication Disorders Quarterly, 32, 164–175. doi: 10.1177/1525740109348791
   Web of Science ®Google Scholar
• Preston, D., & Carter, M. (2009). A review of the efficacy of the picture exchange communication system intervention. Journal of Autism and Developmental Disorders, 39, 1471–1486. doi: 10.1007/s10803-009-0763-y
   PubMed Web of Science ®Google Scholar
• Reichle, J. E. (2010). Naturalistic language intervention leads to successful use of a graphic mode communication system among four children with Down syndrome or cerebral palsy. Evidence-Based Communication Assessment & Intervention, 4, 93–96. doi: 10.1080/17489539.2010.493059
   Google Scholar
• Romski, M. A., & Sevcik, R. A. (1996). Breaking the speech barrier: Language development through augmented means. Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Romski, M. A., & Sevcik, R. A. (2003). Augmented input: Enhancing communication development. In J. C. Light, D. R. Beukelman & J. Reichle (Eds.), Communicative competence for individuals who use AAC: From research to effective practice (pp. 147–162). Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Romski, M. A., & Sevcik, R. A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18, 174–185.
   Web of Science ®Google Scholar
• Romski, M. A., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A., Barker, R. M., & Baker, R. (2010). Randomized comparison of augmented and non-augmented language interventions for toddlers with developmental delays and their parents. Journal of Speech, Language, and Hearing Research, 53, 350–364. doi: 10.1044/1092-4388(2009/08-0156)
   PubMed Web of Science ®Google Scholar
• Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17, 212–230. doi: 10.1044/1058-0360(2008/021)
   PubMed Web of Science ®Google Scholar
• Schwartz, I. S., Garfinkle, A. N., & Bauer, J. (1998). The picture exchange communication system communicative outcomes for young children with disabilities. Topics in Early Childhood Special Education, 18, 144–159.
   Web of Science ®Google Scholar
• Sevcik, R. A. (2006). Comprehension: An overlooked component in augmented language development. Disability & Rehabilitation, 28, 159–167. doi: 10.1080/09638280500077804
   PubMed Web of Science ®Google Scholar
• Sevcik, R. A., & Romski, M. A. (2002). The role of language comprehension in establishing early augmented conversations. In J. Reichle, D. R. Beukelman & J. C. Light (Eds.), Exemplary practices for beginning communicators. Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Thiemann-Bourque, K. (2012). Peer-mediated AAC instruction for young children with autism and other developmental disabilities. Perspectives on Augmentative and Alternative Communication, 21, 159–166. doi: 10.1044/aac21.4.159
   Google Scholar
• Trembath, D., Balandin, S., Togher, L., & Stancliffe, R. J. (2009). Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism. Journal of Intellectual & Developmental Disability, 34, 173–186. doi: 10.1080/13668250902845210
   PubMed Web of Science ®Google Scholar
• Trottier, N., Kamp, L., & Mirenda, P. (2011). Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines. Augmentative and Alternative Communication, 27, 26–39. doi: 10.3109/07434618.2010.546810
   PubMed Web of Science ®Google Scholar
• van der Meer, L., & Rispoli, M. (2010). Communication interventions involving speech-generating devices for children with autism: A review of the literature. Developmental Neurorehabilitation, 13, 294–306.
   PubMed Web of Science ®Google Scholar
• van der Meer, L., Sutherland, D., O’Reilly, M. F., Lancioni, G. E., & Sigafoos, J. (2012). A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 1247–1257. doi: http://dx.doi.org/10.1016/j.rasd.2012.04.005
   Web of Science ®Google Scholar
• Van Tatenhove, G. M. (2009). Building language competence with students using AAC devices: Six challenges. Perspectives on Augmentative and Alternative Communication, 18, 38–47. doi: 10.1044/aac18.2.38
   Google Scholar
• Yoder, P., & Stone, W. L. (2006). A randomized comparison of the effect of two prelinguistic communication interventions on the acquisition of spoken communication in preschoolers with ASD. Journal of Speech, Language & Hearing Research, 49, 698–711. doi: 10.1044/1092-4388 (2006/051)
   PubMed Web of Science ®Google Scholar