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Augmentative and Alternative Communication Volume 16, 2000 - Issue 2
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Research Article

Tangible symbols, tangible outcomes

Charity Rowland Oregon Health Sciences University, Center on Self-Determination, Oregon Institute on Disability and Development, Portland, Oregon, USA
&
Philip Schweigert Oregon Health Sciences University, Center on Self-Determination, Oregon Institute on Disability and Development, Portland, Oregon, USA
Pages 61-78 | Published online: 12 Jul 2009

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Ali Ahmed Ali Mansoor, Othman Saleh Mahdy Mohammed, Hazhar Ramadhan Ahmed, Awadh Nasser Munasser Awadh, Hameed Mohammed Abdulfatah & Ebrahim Yahay Sheikh. (2023) English language teaching through a short story: A technique for improving students’ vocabulary retrieving. Cogent Education 10:1.
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David McNaughton & Janice Light. (2015) What We Write about When We Write About AAC: The Past 30 Years of Research and Future Directions. Augmentative and Alternative Communication 31:4, pages 261-270.
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Mick D. Isaacson & Lyle L. Lloyd. (2015) The potential for developing a tactile communication system based on Blissymbolics. Developmental Neurorehabilitation 18:1, pages 47-58.
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Laura Roche, Jeff Sigafoos, Giulio E. Lancioni, Mark F. O’Reilly, Vanessa A. Green, Dean Sutherland, Larah van der Meer, Ralf W. Schlosser, Peter B. Marschik & Chaturi D. Edrisinha. (2014) Tangible Symbols as an AAC Option for Individuals with Developmental Disabilities: A Systematic Review of Intervention Studies. Augmentative and Alternative Communication 30:1, pages 28-39.
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Melinda R. Snodgrass, Julia B. Stoner & Maureen E. Angell. (2013) Teaching Conceptually Referenced Core Vocabulary for Initial Augmentative and Alternative Communication. Augmentative and Alternative Communication 29:4, pages 322-333.
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Elizabeth S. Hartmann. (2012) A Socio-cognitive Approach to How Children with Deafblindness Understand Symbols. International Journal of Disability, Development and Education 59:2, pages 131-144.
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Pat Mirenda. (2008) A Back Door Approach to Autism and AAC. Augmentative and Alternative Communication 24:3, pages 220-234.
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Sheridan Forster & Teresa Iacono. (2007) Perceptions of communication before and after a speech pathology intervention for an adult with intellectual disability. Journal of Intellectual & Developmental Disability 32:4, pages 302-314.
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Lindsay Pennington, Julie Marshall & Juliet Goldbart. (2007) Describing participants in AAC research and their communicative environments: Guidelines for research and practice. Disability and Rehabilitation 29:7, pages 521-535.
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Janice Light & Kathryn Drager. (2007) AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication 23:3, pages 204-216.
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Susan M. Bruce & Claudia Vargas. (2007) Intentional communication acts expressed by children with severe disabilities in high-rate contexts. Augmentative and Alternative Communication 23:4, pages 300-311.
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Jennifer Stephenson. (2007) The effect of color on the recognition and use of line drawings by children with severe intellectual disabilities. Augmentative and Alternative Communication 23:1, pages 44-55.
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SusanM. Bruce. (2005) The Impact of Congenital Deafblindness on the Struggle to Symbolism. International Journal of Disability, Development and Education 52:3, pages 233-251.
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Cynthia J Cress & Christine A Marvin. (2003) Common Questions about AAC Services in Early Intervention. Augmentative and Alternative Communication 19:4, pages 254-272.
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Mark Carter & Teresa Iacono. (2002) Professional judgments of the intentionality of communicative acts. Augmentative and Alternative Communication 18:3, pages 177-191.
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