Citations (57)
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Anna Rensfeldt Flink, Malin Broberg, Karin Strid, Gunilla Thunberg & Jakob Åsberg Johnels. (2023) Following children with severe or profound intellectual and multiple disabilities and their mothers through a communication intervention: single-case mixed-methods findings. International Journal of Developmental Disabilities 69:6, pages 869-887.
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Tara V. McCarty & Janice C. Light. (2023) “It’s like a guessing game all the time”: parent insights on barriers, supports, and priorities for children with cortical visual impairment and complex communication needs. Augmentative and Alternative Communication 39:4, pages 256-269.
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Bethany J. Frick, Allison F. Bean & Amy Miller Sonntag. (2023) Multicultural considerations in augmentative and alternative communication. Assistive Technology 35:5, pages 435-450.
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Andy Smidt & Roxanna N. Pebdani. (2023) Rethinking device abandonment: a capability approach focused model. Augmentative and Alternative Communication 39:3, pages 198-206.
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Ragnhild Therese Fjeldvang, Marit Giske Nordaas, Stephen von Tetzchner & Kristine Stadskleiv. (2023) Measuring impact of augmentative and alternative communication interventions: adapting the family impact of assistive technology scale for augmentative and alternative communication (FIATS-AAC-No) for use in Norway. Augmentative and Alternative Communication 39:3, pages 170-180.
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Anna Rensfeld Flink, Gunilla Thunberg, Anna Nyman, Malin Broberg & Jakob Åsberg Johnels. (2022) Augmentative and alternative communication with children with severe/profound intellectual and multiple disabilities: speech language pathologists’ clinical practices and reasoning. Disability and Rehabilitation: Assistive Technology 0:0, pages 1-13.
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Alison Moorcroft, Jennifer Allum & Nerina Scarinci. (2022) Speech language pathologists’ responses to the rejection or abandonment of AAC systems. Disability and Rehabilitation 44:16, pages 4257-4265.
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Nimisha Muttiah, Ayendree Seneviratne, Kathryn D. R. Drager & Nina A. Panterliyon. (2022) Parent perspectives on augmentative and alternative communication in Sri Lanka. Augmentative and Alternative Communication 38:3, pages 173-183.
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Kelly L. Coburn, Sojung Jung, Ciara L. Ousley, Dawn J. Sowers, Meghan Wendelken & Krista M. Wilkinson. (2021) Centering the family in their system: a framework to promote family-centered AAC services. Augmentative and Alternative Communication 37:4, pages 229-240.
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Suzan Cen-Yagiz & Berna Aytac. (2021) A Multi-Informant Study: Mother–Child Relationship and Children with Learning Disability. International Journal of Disability, Development and Education 68:2, pages 206-221.
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Jeff Sigafoos. (2021) Commentary on “Parents’ perspectives of an Australian augmentative and alternative communication service: ‘I clapped for my child’” (Johnson, Van Nierop, and Iacono, 2021). Research and Practice in Intellectual and Developmental Disabilities 8:1, pages 60-64.
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Hilary Johnson, Marion Van Nierop & Teresa Iacono. (2021) Parents’ perspectives of an Australian augmentative and alternative communication service: “I clapped for my child”. Research and Practice in Intellectual and Developmental Disabilities 8:1, pages 46-59.
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Anna Fäldt, Helena Fabian, Gunilla Thunberg & Steven Lucas. (2020) “All of a sudden we noticed a difference at home too”: parents’ perception of a parent-focused early communication and AAC intervention for toddlers. Augmentative and Alternative Communication 36:3, pages 143-154.
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Erin Perfect, Elizabeth Hoskin, Samantha Noyek & T. Claire Davies. (2020) A systematic review investigating outcome measures and uptake barriers when children and youth with complex disabilities use eye gaze assistive technology. Developmental Neurorehabilitation 23:3, pages 145-159.
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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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Petra Karlsson, Abigail Allsop, Betty-Jean Dee-Price & Margaret Wallen. (2018) Eye-gaze control technology for children, adolescents and adults with cerebral palsy with significant physical disability: Findings from a systematic review. Developmental Neurorehabilitation 21:8, pages 497-505.
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Stephen E. Ryan, Tracy A. Shepherd, Anne Marie Renzoni, Michelle Servais, Shauna Kingsnorth, Carrie Laskey, Karen Ward & Kimberley Bradley. (2018) Responsiveness of a parent-reported outcome measure to evaluate AAC interventions for children and youth with complex communication needs. Augmentative and Alternative Communication 34:4, pages 348-358.
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Kelsey Mandak & Janice Light. (2018) Family-centered services for children with complex communication needs: the practices and beliefs of school-based speech-language pathologists. Augmentative and Alternative Communication 34:2, pages 130-142.
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Stephen von Tetzchner. (2018) Introduction to the special issue on aided language processes, development, and use: an international perspective. Augmentative and Alternative Communication 34:1, pages 1-15.
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Articles from other publishers (38)
Andrea Barton-Hulsey, Sara C. Collins, Michelle C. S. Therrien, Elizabeth E. Biggs, Mollie Romano & Brianna Coltellino. (2023) Augmentative and Alternative Communication Services During the COVID-19 Pandemic: Contextual Determinants of the Parent–Speech-Language Pathologist Partnership. American Journal of Speech-Language Pathology, pages 1-19.
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Carmen T. Francisco Mora, Alba Ibáñez-García & Anna Balcells-Balcells. (2023) Participants’ Bias in Disability Research on Family Quality of Life during the 0–6 Years Stage. Behavioral Sciences 13:9, pages 753.
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Maria De Leon, Patti Solomon-Rice & Gloria Soto. (2023) Perspectives and Experiences of Eight Latina Mothers of Young Children With Augmentative and Alternative Communication Needs. Perspectives of the ASHA Special Interest Groups, pages 1-14.
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Rachel K. Johnson & Meredith K. Gohsman. (2023) Predictors for Augmentative and Alternative Communication Clinical Service Provision: Closing the Gap. American Journal of Speech-Language Pathology 32:4, pages 1532-1564.
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Sarah N. Douglas, Hedda Meadan, Elizabeth E. Biggs, Atikah Bagawan & Adriana Kaori Terol. (2022) Building Family Capacity: supporting multiple family members to implement aided Language modeling. Journal of Autism and Developmental Disorders 53:7, pages 2587-2599.
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Ivone Almeida, António Moreira & Jaime Ribeiro. (2023) High-Tech Augmentative and Alternative Communication Devices: Observing Children’s Need for Help and Interaction with Caregivers. Social Sciences 12:5, pages 310.
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Simon Judge, Janice Murray, Yvonne Lynch, Stuart Meredith, Liz Moulam, Nicola Randall, Helen Whittle & Juliet Goldbart. (2022) Attributes of communication aids as described by those supporting children and young people with AAC. International Journal of Language & Communication Disorders 58:3, pages 910-928.
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Rebecca E. Hacker, Hedda Meadan & Adriana Kaori Terol. (2023) Siblings Supporting the Social Interactions of Children Who Use Augmentative and Alternative Communication. American Journal of Speech-Language Pathology 32:1, pages 201-215.
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Dawn J. Sowers & Krista M. Wilkinson. (2023) Demands Associated With an Augmentative and Alternative Communication System in Relation to Alternative Forms of Access for Individuals With Motor Impairments. American Journal of Speech-Language Pathology 32:1, pages 37-54.
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Billy T. Ogletree, Mary Claire Wofford & Andrea Barton-Hulsey. (2022) Practical Approaches and Socially Valid Assessment Considerations for Learners with Emergent Communication and Severe Intellectual Disability. Advances in Neurodevelopmental Disorders 6:4, pages 426-441.
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Lauramarie Pope, Janice Light & Amber Franklin. (2022) Black Children With Developmental Disabilities Receive Less Augmentative and Alternative Communication Intervention Than Their White Peers: Preliminary Evidence of Racial Disparities From a Secondary Data Analysis. American Journal of Speech-Language Pathology 31:5, pages 2159-2174.
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Mary Claire Wofford, Billy T. Ogletree & Thales De Nardo. (2022) Identity-Focused Practice in Augmentative and Alternative Communication Services: A Framework to Support the Intersecting Identities of Individuals With Severe Disabilities. American Journal of Speech-Language Pathology 31:5, pages 1933-1948.
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Erin Donohue, Linda C. Halgunseth, Sarah M. Chilenski & Daniel F. Perkins. (2022)
Parent–Child
Recurring Conflict: A Mediator between Parental Anger Management and Adolescent Behavior
. Family and Consumer Sciences Research Journal 51:1, pages 6-19.
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Gökçen Ilhan Ildiz & Aynur Bütün Ayhan. (2020) A study of predictive role of parental acceptance rejection perceived by children on secure attachment level. Current Psychology 41:6, pages 3741-3750.
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Sudha Srinivasan, Siddhi Patel, Avadhut Khade, Gaganjot Bedi, Jyoti Mohite, Ajanta Sen & Ravi Poovaiah. (2022) Efficacy of a novel augmentative and alternative communication system in promoting requesting skills in young children with Autism Spectrum Disorder in India: A pilot study. Autism & Developmental Language Impairments 7, pages 239694152211207.
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Petra Karlsson, Tom Griffiths, Michael T. Clarke, Elegast Monbaliu, Kate Himmelmann, Saranda Bekteshi, Abigail Allsop, René Pereksles, Claire Galea & Margaret Wallen. (2021) Stakeholder consensus for decision making in eye-gaze control technology for children, adolescents and adults with cerebral palsy service provision: findings from a Delphi study. BMC Neurology 21:1.
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Gabriela A. Rangel-Rodríguez, Mar Badia & Sílvia Blanch. (2021) Encouraging Emotional Conversations in Children With Complex Communication Needs: An Observational Case Study. Frontiers in Psychology 12.
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Lauran Doak. (2021) Rethinking family (dis)engagement with augmentative & alternative communication. Journal of Research in Special Educational Needs 21:3, pages 198-210.
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Janice Light, Allison Barwise, Ann Marie Gardner & Molly Flynn. (2021) Personalized Early AAC Intervention to Build Language and Literacy Skills. Topics in Language Disorders 41:3, pages 209-231.
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Suzan Cen-Yagiz & Berna Aytac. 2021. Dyslexia. Dyslexia.
Sarah N. Douglas, Elizabeth E. Biggs, Hedda Meadan & Atikah Bagawan. (2021) The Effects of Telepractice to Support Family Members in Modeling a Speech-Generating Device in the Home. American Journal of Speech-Language Pathology 30:3, pages 1157-1169.
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Sarah W. Blackstone, Fei Luo, Jesse Canchola, Krista M. Wilkinson & Christine Roman-Lantzy. (2021) Children With Cortical Visual Impairment and Complex Communication Needs: Identifying Gaps Between Needs and Current Practice. Language, Speech, and Hearing Services in Schools 52:2, pages 612-629.
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Michelle Schladant & Monica Dowling. (2020) Parent Perspectives on Augmentative and Alternative Communication Integration for Children With Fragile X Syndrome: It Starts in the Home. Intellectual and Developmental Disabilities 58:5, pages 409-421.
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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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Kelsey Mandak, Janice Light & David McNaughton. (2020) The Effects of an Online Training on Preservice Speech-Language Pathologists' Use of Family-Centered Skills. American Journal of Speech-Language Pathology 29:3, pages 1489-1504.
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John D. Bonvillian, Nicole Kissane Lee, Tracy T. Dooley & Filip T. Loncke. 2020. Simplified Signs. Simplified Signs.
Patricia West, Marcia Van Riper, Gwen Wyatt, Rebecca Lehto, Sarah N. Douglas & Lorraine Robbins. (2020) Adaptation to Technology Use in Families of Children With Complex Communication Needs: An Integrative Review and Family Theory Application. Journal of Family Nursing 26:2, pages 153-178.
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Bridget Murray Law. (2020) Strengthening Families by Involving Siblings in Autism Treatment. The ASHA Leader 25:3, pages 48-58.
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Tara O'Neill & Krista M. Wilkinson. (2020) Preliminary Investigation of the Perspectives of Parents of Children With Cerebral Palsy on the Supports, Challenges, and Realities of Integrating Augmentative and Alternative Communication Into Everyday Life. American Journal of Speech-Language Pathology 29:1, pages 238-254.
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Alison Moorcroft, Nerina Scarinci & Carly Meyer. (2019) ‘We were just kind of handed it and then it was smoke bombed by everyone’: How do external stakeholders contribute to parent rejection and the abandonment of AAC systems? . International Journal of Language & Communication Disorders 55:1, pages 59-69.
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A. Emel Sardohan Yıldırım & A. Gönül Akçamete. (2019) A family centered training model proposal to meet the needs of parents having multiple disabled child. International Journal of Early Childhood Special Education, pages 168-182.
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Bridget M. Wright & Joann P. Benigno. (2019) Autism Spectrum Disorder and Sibling Relationships: Exploring Implications for Intervention Using a Family Systems Framework. American Journal of Speech-Language Pathology 28:2, pages 759-767.
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Erinn H. Finke, Jennifer M. D. Kremkow, Kathryn D. R. Drager, Angelique Murillo, Laura Richardson & Elizabeth C. Serpentine. (2019) “I Would Like for My Child to be Happy with His Life”: Parental Hopes for Their Children with ASD Across the Lifespan. Journal of Autism and Developmental Disorders 49:5, pages 2049-2068.
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Andy Smidt, Constantina Markoulli, Chloe Wine, Elsie Chang, Harmony Turnbull, Aylin Huzmeli & Monique Hines. (2018) Retention of signs following a one‐day key word sign training. British Journal of Learning Disabilities 47:1, pages 50-58.
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Kelsey Mandak & Janice Light. (2017) Family-centered Services for Children with ASD and Limited Speech: The Experiences of Parents and Speech-language Pathologists. Journal of Autism and Developmental Disorders 48:4, pages 1311-1324.
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Carla Sílvia Fernandes, Fátima Ferreira & Goreti Marques. (2018) Conceito de família em estudantes de graduação em enfermagem através do Photovoice. Avances en Enfermería 36:1.
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Mollie Mindel & Jeeva John. (2018) Bridging the School and Home Divide for Culturally and Linguistically Diverse Families Using Augmentative and Alternative Communication Systems. Perspectives of the ASHA Special Interest Groups 3:12, pages 154-163.
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Stephen Ryan & Mary-Beth Sophianopoulos. (2017) Measurement of Assistive Technology Outcomes Associated with Computer-Based Writing Interventions for Children and Youth with Disabilities. Technologies 5:2, pages 19.
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