Citations (33)
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Sofia Wallin, Helena Hemmingsson, Gunilla Thunberg & Jenny Wilder. (2023) Turn-taking and communication modes of students and staff in group activities at non-inclusive schools for students with intellectual disability. Augmentative and Alternative Communication 0:0, pages 1-12.
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Nancy A. Quick, Julia J. Yi & Karen A. Erickson. (2023) Teacher Extratextual Talk During Shared Reading with Students with Extensive Support Needs. Exceptionality 31:2, pages 85-101.
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Sangeun Shin & HyunJu Park. (2022) The effect of non-verbal working memory on graphic symbol selection. Augmentative and Alternative Communication 38:2, pages 82-90.
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Sofia Benson-Goldberg, Charna D’Ardenne & Karen Erickson. (2021) The forms, functions, and uses of praise in self-contained classrooms: a qualitative examination. International Journal of Qualitative Studies in Education 0:0, pages 1-15.
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Cathy Binger, Nathan Renley, Esther Babej & Debbie Hahs-Vaughn. (2021) A survey of school-age children with highly unintelligible speech. Augmentative and Alternative Communication 37:3, pages 194-205.
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Sarah Ivy, Audrey Robbins & Meredith Grace Kerr. (2020) Adapted Picture Exchange Communication System using tangible symbols for young learners with significant multiple disabilities. Augmentative and Alternative Communication 36:3, pages 166-178.
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Margret Buchholz, Ulrika Ferm & Kristina Holmgren. (2018) “That is how I speak nowadays” – experiences of remote communication among persons with communicative and cognitive disabilities. Disability and Rehabilitation 40:12, pages 1468-1479.
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Jennifer Kent-Walsh & Cathy Binger. (2018) Methodological advances, opportunities, and challenges in AAC research. Augmentative and Alternative Communication 34:2, pages 93-103.
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Articles from other publishers (25)
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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Sofia Benson-Goldberg, Lori Geist & Karen Erickson. (2022) Expressive Communication Over Time: A Longitudinal Analysis of the Project Core Implementation Model. Communication Disorders Quarterly 45:1, pages 64-72.
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Sarah N. Douglas, Ryan Bowles, Joshua Plavnick, Tiantian Sun, Sarah M. Dunkel-Jackson & Atikah Bagawan. (2023) Iterative Pilot Testing of the POWR Intervention: Online Training to Support Paraeducator Implementation of Augmentative and Alternative Communication Strategies. Journal of Special Education Technology, pages 016264342311805.
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Elena Theodorou & Eliada Pampoulou. (2022) Augmentative and Alternative Communication Assessment Practices Followed in a School Setting: A Survey of Cypriot-Greek Speech and Language Pathologists. Advances in Neurodevelopmental Disorders 7:2, pages 231-243.
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Harold L. Kleinert, Jacqui Kearns, Lou-Ann Land, Judith L. Page & Jane O’Regan Kleinert. (2022) Peer-Assisted Aided AAC Modeling for Students With Complex Communication Needs. TEACHING Exceptional Children, pages 004005992211228.
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Aftynne E. Cheek, Bronwyn A. Harris, David A. Koppenhaver, Justin D. Garwood & Betsy R. Laws. (2022) Technology-Supported Shared Storybook Reading in a Rural Classroom Serving Students With Severe Intellectual Disabilities and Complex Communication Needs. Rural Special Education Quarterly 41:3, pages 140-152.
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Susan Agostine, Karen Erickson & Charna D’Ardenne. (2022) Sensory Experiences and Children With Severe Disabilities: Impacts on Learning. Frontiers in Psychology 13.
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Lori Geist & Karen Erickson. (2021) Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC. TEACHING Exceptional Children 54:4, pages 296-304.
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Elena Theodorou & Eliada Pampoulou. (2020) Investigating the Assessment Procedures for Children With Complex Communication Needs. Communication Disorders Quarterly 43:2, pages 105-118.
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Mary A. Bastien & Dennis A. Conrad. 2022. Intersections of Diversity, Literacy, and Learner Difficulties. Intersections of Diversity, Literacy, and Learner Difficulties
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Amy K. Clark & Meagan Karvonen. (2021) Instructionally Embedded Assessment: Theory of Action for an Innovative System. Frontiers in Education 6.
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Jamie B. Boster, John W. McCarthy, Kathryn Brown, Alyson M. Spitzley & Sarah W. Blackstone. (2021) Creating a Path for Systematic Investigation of Children With Cortical Visual Impairment Who Use Augmentative and Alternative Communication. American Journal of Speech-Language Pathology 30:4, pages 1880-1893.
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Sofia Benson-Goldberg & Karen Erickson. (2021) Eye-trackers, digital-libraries, and print-referencing: A single case study in CDKL5. Research in Developmental Disabilities 112, pages 103913.
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Sally Clendon, Jessica Paynter, Sue Walker, Rachael Bowen & Marleen F. Westerveld. (2021) Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial. Language, Speech, and Hearing Services in Schools 52:1, pages 165-180.
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Charna D’Ardenne, Karen A. Erickson, George W. Noblit, David A. Koppenhaver & Nitasha M. Clark. 2021. Discursive Psychology and Disability. Discursive Psychology and Disability
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Kelsey Mandak, Janice Light & David McNaughton. (2020) Video Visual Scene Displays With Dynamic Text: Effect on Single-Word Reading by an Adolescent With Cerebral Palsy. Perspectives of the ASHA Special Interest Groups 5:5, pages 1272-1281.
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Debbie Taub, Jessica Apgar, Megan Foster, Diane Lea Ryndak, Michael D. Burdge & Sarah Letson. (2019) Investigating the Alignment Between English Language Arts Curricula Developed for Students With Significant Intellectual Disability and the CCSS. Remedial and Special Education 41:5, pages 284-295.
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Gretchen M. Cole-Lade & Lucy E. Bailey. (2019) Examining the Role of Paraeducators When Supporting Children With Complex Communication Needs: A Multiple Case Study. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43:2, pages 144-161.
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Nancy Quick, Jackson Roush, Karen Erickson & Martha Mundy. (2020) A Hearing Screening Pilot Study With Students With Significant Cognitive Disabilities. Language, Speech, and Hearing Services in Schools 51:2, pages 494-503.
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Melissa L. Gholson & Danielle Guzman‐Orth. (2019) Developing an Alternate English Language Proficiency Assessment System: A Theory of Action. ETS Research Report Series 2019:1, pages 1-19.
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Meagan Karvonen & Amy K. Clark. (2019) Students With the Most Significant Cognitive Disabilities Who Are Also English Learners. Research and Practice for Persons with Severe Disabilities 44:2, pages 71-86.
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Janet M. Sturm, Kristie Asaro-Saddler & Audrey Nitzel. (2019) Administrator Perspectives on Writing Instructional Practices for Students With Complex Learning Needs. Topics in Language Disorders 39:2, pages 208-227.
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M. Alexandra Da Fonte, Miriam C. Boesch, Rachel D. Young & Nicole P. Wolfe. 2019.
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Eliada Pampoulou, Eleni Theodorou & Kakia Petinou. (2018) The use of augmentative and alternative communication in Cyprus: Findings from a preliminary survey. Child Language Teaching and Therapy 34:1, pages 5-21.
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Claire W. Greer & Karen A. Erickson. (2017) A preliminary exploration of uppercase letter-name knowledge among students with significant cognitive disabilities. Reading and Writing 31:1, pages 173-183.
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