Citations (26)
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Read on this site (12)
Marika King, MaryAnn Romski & Rose A. Sevcik. (2020) Growing up with AAC in the digital age: a longitudinal profile of communication across contexts from toddler to teen. Augmentative and Alternative Communication 36:2, pages 128-141.
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Helena Tegler, Mia Pless, Monica Blom Johansson & Karin Sonnander. (2019) Speech and language pathologists’ perceptions and practises of communication partner training to support children’s communication with high-tech speech generating devices. Disability and Rehabilitation: Assistive Technology 14:6, pages 581-589.
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Natalie R. Andzik, Yun-Ching Chung & Michael P. Kranak. (2016) Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication. Augmentative and Alternative Communication 32:4, pages 272-281.
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Michelle C. S. Therrien & Janice Light. (2016) Using the iPad to facilitate interaction between preschool children who use AAC and their peers. Augmentative and Alternative Communication 32:3, pages 163-174.
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MaryAnn Romski, Rose A. Sevcik, Andrea Barton-Hulsey & Ani S. Whitmore. (2015) Early Intervention and AAC: What a Difference 30 Years Makes. Augmentative and Alternative Communication 31:3, pages 181-202.
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Ulrika M. Ferm, Britt K. Claesson, Cajsa Ottesjö & Stina Ericsson. (2015) Participation and Enjoyment in Play with a Robot between Children with Cerebral Palsy who use AAC and their Peers. Augmentative and Alternative Communication 31:2, pages 108-123.
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Liora Ballin, Susan Balandin, Roger J. Stancliffe & Leanne Togher. (2012) The views of people who use speech generating devices on mentoring new learners. Disability and Rehabilitation: Assistive Technology 7:1, pages 63-74.
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Liora Ballin, Susan Balandin, Roger J. Stancliffe & Leanne Togher. (2011) Speech-language pathologists' views on mentoring by people who use speech generating devices. International Journal of Speech-Language Pathology 13:5, pages 446-457.
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Michael Clarke & Ray Wilkinson. (2009) The collaborative construction of non‐serious episodes of interaction by non‐speaking children with cerebral palsy and their peers. Clinical Linguistics & Phonetics 23:8, pages 583-597.
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Michael Clarke & Ray Wilkinson. (2008) Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA-mediated turns. Augmentative and Alternative Communication 24:1, pages 3-15.
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Sarah W. Blackstone, Michael B. Williams & David P. Wilkins. (2007) Key principles underlying research and practice in AAC. Augmentative and Alternative Communication 23:3, pages 191-203.
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Michael Clarke & Ray Wilkinson. (2007) Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use. Augmentative and Alternative Communication 23:4, pages 336-348.
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Articles from other publishers (14)
Michelle Therrien, Zach Rossetti & Jørn Østvik. (2023) Augmentative and Alternative Communication and Friendships: Considerations for Speech-Language Pathologists. Perspectives of the ASHA Special Interest Groups 8:1, pages 151-163.
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Lisa N. Erwin-Davidson, Aja McKee & Janice Myck-Wayne. 2022. Handbook of Research on Interdisciplinary Preparation for Equitable Special Education. Handbook of Research on Interdisciplinary Preparation for Equitable Special Education
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Yashomathi & Gayathri Krishnan. 2020. Interdisciplinary Approaches to Altering Neurodevelopmental Disorders. Interdisciplinary Approaches to Altering Neurodevelopmental Disorders
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Elizabeth E. Biggs, Erik W. Carter, Jennifer L. Bumble, Kelli Barnes & Erica L. Mazur. (2018) Enhancing Peer Network Interventions for Students With Complex Communication Needs. Exceptional Children 85:1, pages 66-85.
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Michelle C. S. Therrien & Janice C. Light. (2018) Promoting Peer Interaction for Preschool Children With Complex Communication Needs and Autism Spectrum Disorder. American Journal of Speech-Language Pathology 27:1, pages 207-221.
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Leigh Rohde. (2015) The Comprehensive Emergent Literacy Model. SAGE Open 5:1, pages 215824401557766.
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Maria Pinto & Hilary Gardner. (2014)
Communicative interaction between a non-speaking child with cerebral palsy and her mother using an iPad
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Liora Ballin, Susan Balandin & Roger J. Stancliffe. (2012) The Speech Generating Device (SGD) Mentoring Program: Supporting the Development of People Learning to Use an SGD. Journal of Developmental and Physical Disabilities 25:4, pages 437-459.
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Rebecca Checkley, Lisa Reidy, Sue Chantler, Nick Hodge & Katie Holmes. (2012) “Black white zebra orange orange”: how children with autism make use of computer‐based voice output communication aids in their language and communication at school. Journal of Assistive Technologies 6:4, pages 245-258.
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Kyung-Im Han & lee Ju Mi. (2012) Attitude of Kindergarten and Elementary School Children toward a Child with Cerebral Palsy using Augmentative and Alternative Communication. Korean Journal of Physical, Multiple, & Health Disabilities 55:2, pages 187-204.
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Wendy WellingtonJoy Stackhouse. (2011) Using visual support for language and learning in children with SLCN: A training programme for teachers and teaching assistants. Child Language Teaching and Therapy 27:2, pages 183-201.
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Stephen N. Calculator & Tibbany Black. (2009) Validation of an Inventory of Best Practices in the Provision of Augmentative and Alternative Communication Services to Students With Severe Disabilities in General Education Classrooms. American Journal of Speech-Language Pathology 18:4, pages 329-342.
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Sandra M. Grether. (2009) Response to Intervention: Applications for AAC in Preschool Settings. Perspectives on Augmentative and Alternative Communication 18:1, pages 4-10.
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Lewis B. Jackson, Diane L. Ryndak & Michael L. Wehmeyer. (2008) The Dynamic Relationship between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-Based Practice. Research and Practice for Persons with Severe Disabilities 34:1, pages 175-195.
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