https://orcid.org/0000-0003-1317-0474
Citations (22)
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Read on this site (5)
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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Nimisha Muttiah, Jessica Gormley & Kathryn D. R. Drager. (2022) A scoping review of Augmentative and Alternative Communication (AAC) interventions in Low-and Middle-Income Countries (LMICs). Augmentative and Alternative Communication 38:2, pages 123-134.
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Marika R. King & Gloria Soto. (2022) Code-switching using aided AAC: toward an integrated theoretical framework. Augmentative and Alternative Communication 38:1, pages 67-76.
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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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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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Articles from other publishers (17)
Alison M. Wilhelm & Melissa L. McGraw. (2023) Expanding Shared Reading: Integrating Expansive Literacy and Translanguaging Strategies to Support Multilingual Learners Who Communicate Using AAC. Inclusive Practices 2:4, pages 101-109.
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S. R. COHEN, A. WISHARD GUERRA, J. MIGUEL, K. BOTTEMA-BEUTEL & G. OLIVEIRA. (2023)
Hablando
at home: Examining the interactional resources of a bilingual autistic child
. Journal of Child Language, pages 1-23.
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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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Julia Silvestri & Jodi L. Falk. (2023) A Transition to Multimodal Multilingual Practice: From SimCom to Translanguaging. Languages 8:3, pages 190.
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Jiahang Li. (2023) Language attitudes towards French: A mixed-method investigation on potential Chinese immigrants in Ontario and Quebec Canada. Journal of Language Teaching 3:7, pages 1-18.
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Pei-Fang Hung, Kris L. Brock, Lei Sun, Jennifer Hanson, Sarah Larsen & Claire Small. (2023) Perceived Factors That Facilitate or Prevent the Use of Speech-Generating Devices in Bilingual Individuals With Aphasia. American Journal of Speech-Language Pathology 32:4, pages 1644-1664.
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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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Janet Callahan & Elizabeth K. Hanson. (2023) Reconnecting Indigenous Language for a Child Using Augmentative and Alternative Communication. Language, Speech, and Hearing Services in Schools 54:2, pages 387-394.
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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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Rebecca Amery, Abirami Thirumanickam, Ruth Barker, Anne Lowell, Deborah Theodoros & Parimala Raghavendra. (2022) Developing Augmentative and Alternative Communication Systems in Languages Other Than English: A Scoping Review. American Journal of Speech-Language Pathology 31:6, pages 2900-2919.
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Asma Almusharraf, Norah Almusharraf & Daniel Bailey. (2022) The Influence of Multilingualism and Professional Development Activities on Teacher Reflection Levels. Sustainability 14:18, pages 11504.
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Marika King, Hannah Ward, Gloria Soto & Tyson S. Barrett. (2022) Supporting Emergent Bilinguals Who Use Augmentative and Alternative Communication and Their Families: Lessons in Telepractice From the COVID-19 Pandemic. American Journal of Speech-Language Pathology 31:5, pages 2004-2021.
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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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Adriana Frates, Fred Spooner, Belva C. Collins & Candi Running Bear. (2022) Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading. Research and Practice for Persons with Severe Disabilities 47:3, pages 137-154.
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Yang Zhao. (2021) RETRACTED ARTICLE: Big Data Analytics integrated AAC Framework for English language teaching. International Journal of Speech Technology 25:2, pages 291-304.
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Gloria Soto. (2022) The Protocol for the Analysis of Aided Language Samples in Spanish: A Tutorial. Perspectives of the ASHA Special Interest Groups 7:2, pages 523-532.
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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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