Citations (73)
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Gloria Soto & Kerstin Tönsing. (2023) Is there a ‘universal’ core? Using semantic primes to select vocabulary across languages in AAC. Augmentative and Alternative Communication 0:0, pages 1-11.
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Gat Savaldi-Harussi & Sigal Uziel. (2023) Frequency of word usage by Hebrew preschoolers: implications for AAC core vocabulary. Augmentative and Alternative Communication 39:2, pages 123-134.
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Meng-Ju Tsai. (2023) Core vocabulary for AAC practice from Mandarin Chinese-speaking Taiwanese without disabilities. Augmentative and Alternative Communication 39:2, pages 73-83.
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Bethany J. Frick Semmler, Allison Bean & Laura Wagner. (2023) Examining core vocabulary with language development for early symbolic communicators. International Journal of Speech-Language Pathology 0:0, pages 1-10.
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Pauline Frizelle & Caoimhe Lyons. (2022) The development of a core key word signing vocabulary (Lámh) to facilitate communication with children with down syndrome in the first year of mainstream primary school in Ireland. Augmentative and Alternative Communication 38:1, pages 53-66.
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Eric J. Sanders & Allison Blakeley. (2021) Vocabulary in dialogic reading: implications for AAC. Augmentative and Alternative Communication 37:4, pages 217-228.
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Gloria Soto & Brittney Cooper. (2021) An early Spanish vocabulary for children who use AAC: developmental and linguistic considerations. Augmentative and Alternative Communication 37:1, pages 64-74.
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Emily Laubscher & Janice Light. (2020) Core vocabulary lists for young children and considerations for early language development: a narrative review. Augmentative and Alternative Communication 36:1, pages 43-53.
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Jocelyn Mngomezulu, Kerstin M. Tönsing, Shakila Dada & Nomadlozi B. Bokaba. (2019) Determining a Zulu core vocabulary for children who use augmentative and alternative communication. Augmentative and Alternative Communication 35:4, pages 274-284.
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Nancy Quick, Karen Erickson & Jacob Mccright. (2019) The most frequently used words: Comparing child-directed speech and young children's speech to inform vocabulary selection for aided input. Augmentative and Alternative Communication 35:2, pages 120-131.
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Débora Deliberato, Margareta Jennische, Judith Oxley, Leila Regina d’Oliveira de Paula Nunes, Cátia Crivelenti de Figueiredo Walter, Munique Massaro, Maria Amélia Almeida, Kristine Stadskleiv, Carmen Basil, Marc Coronas, Martine Smith & Stephen von Tetzchner. (2018) Vocabulary comprehension and strategies in name construction among children using aided communication. Augmentative and Alternative Communication 34:1, pages 16-29.
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Jillian H. McCarthy, Ilsa Schwarz & Morgan Ashworth. (2017) The availability and accessibility of basic concept vocabulary in AAC software: a preliminary study. Augmentative and Alternative Communication 33:3, pages 131-138.
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Stijn R. J. M. Deckers, Yvonne Van Zaalen, Hans Van Balkom & Ludo Verhoeven. (2017) Core vocabulary of young children with Down syndrome. Augmentative and Alternative Communication 33:2, pages 77-86.
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Kerstin M. Tönsing & Shakila Dada. (2016) Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation. Augmentative and Alternative Communication 32:4, pages 282-304.
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Ensa Johnson, Juan Bornman & Kerstin M. Tönsing. (2016) An exploration of pain-related vocabulary: implications for AAC use with children. Augmentative and Alternative Communication 32:4, pages 249-260.
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Carla Wood, Allyssa Appleget & Sara Hart. (2016) Core vocabulary in written personal narratives of school-age children. Augmentative and Alternative Communication 32:3, pages 198-207.
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Carol Tenny. (2016) A linguist looks at AAC: Language representation systems for augmentative and alternative communication, compared with writing systems and natural language. Writing Systems Research 8:1, pages 84-119.
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Mary-Ann Naguib Bedwani, Susan Bruck & Debra Costley. (2015) Augmentative and alternative communication for children with autism spectrum disorder: An evidence-based evaluation of the Language Acquisition through Motor Planning (LAMP) programme. Cogent Education 2:1.
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Thomas Kovacs & Katya Hill. (2015) A Tutorial on Reliability Testing in AAC Language Sample Transcription and Analysis. Augmentative and Alternative Communication 31:2, pages 148-158.
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Jennifer J. Thistle & Krista M. Wilkinson. (2015) Building Evidence-based Practice in AAC Display Design for Young Children: Current Practices and Future Directions. Augmentative and Alternative Communication 31:2, pages 124-136.
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Jens Boenisch & Gloria Soto. (2015) The Oral Core Vocabulary of Typically Developing English-Speaking School-Aged Children: Implications for AAC Practice. Augmentative and Alternative Communication 31:1, pages 77-84.
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Kerstin M. Tönsing, Shakila Dada & Erna Alant. (2014) Teaching Graphic Symbol Combinations to Children with Limited Speech During Shared Story Reading. Augmentative and Alternative Communication 30:4, pages 279-297.
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Manon Robillard, Chantal Mayer-Crittenden, Michèle Minor-Corriveau & Roxanne Bélanger. (2014) Monolingual and Bilingual Children With and Without Primary Language Impairment: Core Vocabulary Comparison. Augmentative and Alternative Communication 30:3, pages 267-278.
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Catherine-Ann M. Crestani, Sally A. Clendon & Bronwyn Hemsley. (2010) Words needed for sharing a story: Implications for vocabulary selection
in augmentative and alternative communication. Journal of Intellectual & Developmental Disability 35:4, pages 268-278.
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Diane Nelson Bryen. (2008) Vocabulary to Support Socially-Valued Adult Roles. Augmentative and Alternative Communication 24:4, pages 294-301.
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Sally A. Clendon & Karen A. Erickson. (2008) The Vocabulary of Beginning Writers: Implications for Children with Complex Communication Needs. Augmentative and Alternative Communication 24:4, pages 281-293.
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David Trembath, Susan Balandin & Leanne Togher. (2007) Vocabulary selection for Australian children who use augmentative and alternative communication. Journal of Intellectual & Developmental Disability 32:4, pages 291-301.
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Leigha Dark & Susan Balandin. (2007) Prediction and selection of vocabulary for two leisure activities. Augmentative and Alternative Communication 23:4, pages 288-299.
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Articles from other publishers (45)
Cathy Binger, Nancy Harrington & Jennifer Kent-Walsh. (2023) Applying a Developmental Model to Preliterate Aided Language Learning. American Journal of Speech-Language Pathology, pages 1-18.
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Razi M. Zarchy & Leah C. Geer. 2023. A Family-Centered Signed Language Curriculum to Support Deaf Children's Language Acquisition. A Family-Centered Signed Language Curriculum to Support Deaf Children's Language Acquisition.
Daniela Gatt, Liberato Camilleri & Chloe Grech. (2023) Word usage as measured by parental checklists and language samples: trends, comparisons, and implications. Frontiers in Psychology 14.
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Wen-Shin Chang & Meng-Ju Tsai. (2023) The Effect of Familiarity on Conversation Turns in Dyadic Conversation Among Chinese Older Adults. SAGE Open 13:2, pages 215824402311696.
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Kris L. Brock, Jamie Zolkoske, Alycia Cummings & Diane A. Ogiela. (2022) The Effects of Symbol Format and Psycholinguistic Features on Receptive Syntax Outcomes of Children Without Disability. Journal of Speech, Language, and Hearing Research 65:12, pages 4741-4760.
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Cheri Dodge-Chin, Sandra Shigetomi-Toyama & Emily D. Quinn. (2022) Teaching Parents Read, Ask, Answer, Prompt Strategies via Telepractice: Effects on Parent Strategy Use and Child Communication. Language, Speech, and Hearing Services in Schools 53:2, pages 237-255.
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Daeun Park & Sangeun Shin. (2021) A Survey on AAC Fringe Vocabulary to Support Personal Assistance Service. Communication Sciences & Disorders 26:4, pages 820-833.
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Sangeun Shin, HyunJu Park & Katya Hill. (2021) Identifying the Core Vocabulary for Adults With Complex Communication Needs From the British National Corpus by Analyzing Grouped Frequency Distributions. Journal of Speech, Language, and Hearing Research 64:11, pages 4329-4343.
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Haifeng Zhao, Petra Karlsson, Omid Kavehei & Alistair McEwan. (2021) Augmentative and Alternative Communication with Eye-gaze Technology and Augmented Reality: Reflections from Engineers, People with Cerebral Palsy and Caregivers. Augmentative and Alternative Communication with Eye-gaze Technology and Augmented Reality: Reflections from Engineers, People with Cerebral Palsy and Caregivers.
Thomas St. Pierre & Elizabeth K. Johnson. (2021) Looking for Wugs in all the Right Places: Children's Use of Prepositions in Word Learning. Cognitive Science 45:8.
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Sangeun Shin & HyunJu Park. (2021) A Literature Review on Communication Levels to Develop Language-Based Augmentative and Alternative Communication Diagnostic Classification System in Korea. Audiology and Speech Research 17:1, pages 15-28.
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Magandhree Naidoo & Shenuka Singh. (2020) A Dental Communication Board as an Oral Care Tool for Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders 50:11, pages 3831-3843.
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Rowon Kang, Young Tae Kim & Seok Jeong Yeon. (2019) Cultural Differences on the Recognition of Social Word AAC Graphic Symbols between Korean and American Undergraduate Students. Communication Sciences & Disorders 24:1, pages 71-86.
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Renata Thaís de Almeida Barbosa, Acary Souza Bulle de Oliveira, Jennifer Yohanna Ferreira de Lima Antão, Tânia Brusque Crocetta, Regiani Guarnieri, Thaiany Pedrozo Campos Antunes, Claudia Arab, Thaís Massetti, Italla Maria Pinheiro Bezerra, Carlos Bandeira de Mello Monteiro & Luiz Carlos de Abreu. (2018) Augmentative and alternative communication in children with Down’s syndrome: a systematic review. BMC Pediatrics 18:1.
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Jennifer J. Thistle, Stephanie A. Holmes, Madeline M. Horn & Alyson M. Reum. (2018) Consistent Symbol Location Affects Motor Learning in Preschoolers Without Disabilities: Implications for Designing Augmentative and Alternative Communication Displays. American Journal of Speech-Language Pathology 27:3, pages 1010-1017.
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Mary Ann Abbott & Debby McBride. (2014) AAC Decision-Making and Mobile Technology: Points to Ponder. Perspectives on Augmentative and Alternative Communication 23:2, pages 104-111.
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David Beukelman, Abbey Schrunk, Amber Thiessen, Susan Fager & Cara Ullman. (2012) Vocabulary Associated With Medical Procedures. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 22:3, pages 119-123.
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Debbie Witkowski & Bruce Baker. (2012) Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students. Perspectives on Augmentative and Alternative Communication 21:3, pages 74-81.
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