Citations (29)
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Jennifer J. Thistle, Amber Thiessen & Jeffery Hart. (2023) “I don’t think you can really understand it until you put it to action”: school-based SLPs’ reflections on graduate and continuing education in AAC. Augmentative and Alternative Communication 39:4, pages 270-281.
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Amy Young, Sally Clendon & Elizabeth Doell. (2023) Exploring augmentative and alternative communication use through collaborative planning and peer modelling: a descriptive case-study. International Journal of Inclusive Education 27:6, pages 755-770.
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Sarah AK Uthoff, Anna Zinkevich, Jens Boenisch, Stefanie K Sachse, Tobias Bernasconi, Anna L Brütt & Lena Ansmann. (2022) “Finding Common Ground” – Impact of a Complex Intervention on Collaboration in Augmentative and Alternative Communication Care of People without Natural Speech. Journal of Multidisciplinary Healthcare 15, pages 2431-2446.
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Susan S. Johnston, Cheri W. Blue & Sondra M. Stegenga. (2022) AAC barriers and facilitators for children with Koolen de Vries syndrome and childhood apraxia of speech: parent perceptions. Augmentative and Alternative Communication 38:3, pages 148-160.
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M. Alexandra Da Fonte, Miriam C. Boesch, Emily R. DeLuca, Samantha K. Papp, Anna E. Mohler, Emily E. Holmes, Katie A. Clouse, Rachel D. Young & Richard Urbano. (2022) Current preparation status in AAC: perspectives of special education teachers in the United States. Augmentative and Alternative Communication 38:1, pages 29-40.
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Sarah A. K. Uthoff, Anna Zinkevich, Jens Boenisch, Stefanie K. Sachse, Tobias Bernasconi & Lena Ansmann. (2021) Collaboration between stakeholders involved in augmentative and alternative communication (AAC) care of people without natural speech. Journal of Interprofessional Care 35:6, pages 821-831.
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Rashed Aldabas. (2021) Barriers and facilitators of using augmentative and alternative communication with students with multiple disabilities in inclusive education: special education teachers’ perspectives. International Journal of Inclusive Education 25:9, pages 1010-1026.
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Elizabeth E. Biggs & Rebecca Hacker. (2021) Engaging stakeholders to improve social validity: intervention priorities for students with complex communication needs. Augmentative and Alternative Communication 37:1, pages 25-38.
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A. Moorcroft, N. Scarinci & C. Meyer. (2019) A systematic review of the barriers and facilitators to the provision and use of low-tech and unaided AAC systems for people with complex communication needs and their families. Disability and Rehabilitation: Assistive Technology 14:7, pages 710-731.
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Emily D. Quinn, Alexandria Cook & Charity Rowland. (2019) An online community of practice to improve intervention for individuals with complex communication needs. Augmentative and Alternative Communication 35:2, pages 142-147.
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Edward J. D. Webb, David Meads, Yvonne Lynch, Nicola Randall, Simon Judge, Juliet Goldbart, Stuart Meredith, Liz Moulam, Stephane Hess & Janice Murray. (2019) What’s important in AAC decision making for children? Evidence from a best–worst scaling survey. Augmentative and Alternative Communication 35:2, pages 80-94.
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Jacquie Ripat, Michèle Verdonck, Carly Gacek & Shelly McNicol. (2019) A qualitative metasynthesis of the meaning of speech-generating devices for people with complex communication needs. Augmentative and Alternative Communication 35:2, pages 69-79.
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Natalie R. Andzik, Yun-Ching Chung, Janis Doneski-Nicol & Colette T. Dollarhide. (2019) AAC services in schools: a special educator’s perspective. International Journal of Developmental Disabilities 65:2, pages 89-97.
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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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Saili S. Kulkarni & Jessica Parmar. (2017) Culturally and linguistically diverse student and family perspectives of AAC. Augmentative and Alternative Communication 33:3, pages 170-180.
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Articles from other publishers (14)
Emily D. Quinn, Kristi Atkins & Alexandria Cook. (2023) Exploring Classroom Factors and Augmentative and Alternative Communication Use in Qualitative Interviews. American Journal of Speech-Language Pathology 32:5, pages 2158-2177.
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Jane O'Regan Kleinert, Jaqueline F. Kearns, Judith L. Page & Harold L. Kleinert. (2023) Promising Strategies for Teaching Augmentative and Alternative Communication in Inclusive Educational Settings: A Systematic Review. Language, Speech, and Hearing Services in Schools, pages 1-25.
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Emily D. Quinn, Kim Kurin, Kristi L. Atkins & Alexandria Cook. (2023) Identifying Implementation Strategies to Increase Augmentative and Alternative Communication Adoption in Early Childhood Classrooms: A Qualitative Study. Language, Speech, and Hearing Services in Schools, pages 1-19.
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Meredith K. Gohsman & Rachel K. Johnson. (2023) Reported Barriers to Augmentative and Alternative Communication Service Delivery and Learning Preferences Among Speech-Language Pathologists. American Journal of Speech-Language Pathology 32:4, pages 1595-1609.
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Hannah Ward, Marika King & Gloria Soto. (2023) Augmentative and Alternative Communication Services for Emergent Bilinguals: Perspectives, Practices, and Confidence of Speech-Language Pathologists. American Journal of Speech-Language Pathology 32:3, pages 1212-1235.
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Emily Jensen, Sarah N. Douglas & Hope K. Gerde. (2023) Dispelling Myths Surrounding AAC Use for Children: Recommendations for Professionals. Inclusive Practices 2:1, pages 30-36.
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Elizabeth E. Biggs. (2022) Strengthening Professional Networks to Serve Students With Autism Who Have Communication Needs. Intervention in School and Clinic 58:3, pages 173-182.
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Sarah N. Douglas, Hedda Meadan & Hannah Schultheiss. (2021) A Meta-synthesis of Caregivers’ Experiences Transitioning from Early Intervention to Early Childhood Special Education. Early Childhood Education Journal 50:3, pages 371-383.
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Emily D. Quinn, Alexandria Cook, Jack Wiedrick & Charity Rowland. (2021) An Initial Investigation Into the Feasibility of the Communication Matrix Professional Development Program for Educational Professionals Working With Students With Complex Communication Needs. Language, Speech, and Hearing Services in Schools 52:4, pages 1080-1094.
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Janice Murray, Yvonne Lynch, Juliet Goldbart, Liz Moulam, Simon Judge, Edward Webb, Mark Jayes, Stuart Meredith, Helen Whittle, Nicola Randall, David Meads & Stephane Hess. (2020) The decision-making process in recommending electronic communication aids for children and young people who are non-speaking: the I-ASC mixed-methods study. Health Services and Delivery Research 8:45, pages 1-158.
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Susan S. Johnston, Cheri Blue, Cindy Gevarter, Sarah Ivy & Sondra Stegenga. (2020) Opportunity Barriers and Promising Practices for Supporting Individuals with Complex Communication Needs. Current Developmental Disorders Reports 7:3, pages 100-108.
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Jenna Lesser & Kerry Danahy Ebert. (2020) Examining Social Communication Effects of a Picture Communication Board in a Child With Autism. Perspectives of the ASHA Special Interest Groups 5:2, pages 492-505.
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Michele Glacken, Denise Healy, Ursula Gilrane, Siobhan Healy-Mc Gowan, Seamus Dolan, Dympna Walsh-Gallagher & Carmel Jennings. (2018) Key word signing: Parents’ experiences of an unaided form of augmentative and alternative communication (Lámh). Journal of Intellectual Disabilities 23:3, pages 327-343.
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Martine M. Smith. (2019) Innovations for Supporting Communication: Opportunities and Challenges for People with Complex Communication Needs. Folia Phoniatrica et Logopaedica 71:4, pages 156-167.
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