Citations (45)
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Gloria Soto, Michael T. Clarke & Gat Savaldi-Harussi. (2023) Relationship between lexicon and grammar in children and youth who use augmentative and alternative communication. Augmentative and Alternative Communication 39:4, pages 293-301.
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Zakiyya Laher & Shakila Dada. (2023) The effect of aided language stimulation on the acquisition of receptive vocabulary in children with complex communication needs and severe intellectual disability: a comparison of two dosages. Augmentative and Alternative Communication 39:2, pages 96-109.
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Christine Holyfield & Kathryn Drager. (2022) Integrating familiar listeners and speech recognition technologies into augmentative and alternative communication intervention for adults with down syndrome: Descriptive exploration. Assistive Technology 34:6, pages 734-744.
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Shakila Dada, Kerstin Tonsing & Juliet Goldbart. (2022) Friendship Experiences of Young Adults Who Use Augmentative and Alternative Communication. International Journal of Disability, Development and Education 69:3, pages 951-975.
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Erika M. Timpe, Jennifer Kent-Walsh, Cathy Binger, Debbie Hahs-Vaughn, Nancy Harrington & Jamie B. Schwartz. (2021) Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model. Augmentative and Alternative Communication 37:2, pages 113-128.
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Jillian H. McCarthy, Mark Hedrick & Cary Springer. (2019) Relations between speech production, speech perception, and spelling in children with complex communication needs: a preliminary examination. Speech, Language and Hearing 22:2, pages 61-70.
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Gat Savaldi-Harussi, Lyle Lustigman & Gloria Soto. (2019) The emergence of clause construction in children who use speech generating devices. Augmentative and Alternative Communication 35:2, pages 109-119.
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Cathy Binger, Kaethe Richter, Allyson Taylor, Emily K. Williams & Ashley Willman. (2019) Error patterns and revisions in the graphic symbol utterances of 3- and 4-year-old children who need augmentative and alternative communication. Augmentative and Alternative Communication 35:2, pages 95-108.
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Gloria Soto & Michael T. Clarke. (2018) Conversation-based intervention for adolescents using augmentative and alternative communication. Augmentative and Alternative Communication 34:3, pages 180-193.
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Gat Savaldi-Harussi & Gloria Soto. (2018) Early verbal categories and inflections in children who use speech-generating devices. Augmentative and Alternative Communication 34:3, pages 194-205.
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Jillian H. McCarthy, Tiffany P. Hogan, David R. Beukelman & Ilsa E. Schwarz. (2015) Influence of computerized sounding out on spelling performance for children who do and do not rely on AAC. Disability and Rehabilitation: Assistive Technology 10:3, pages 221-230.
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Marika R. King, Cathy Binger & Jennifer Kent-Walsh. (2015) Using Dynamic Assessment to Evaluate the Expressive Syntax of Children who use Augmentative and Alternative Communication. Augmentative and Alternative Communication 31:1, pages 1-14.
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Kerstin M. Tönsing, Shakila Dada & Erna Alant. (2014) Teaching Graphic Symbol Combinations to Children with Limited Speech During Shared Story Reading. Augmentative and Alternative Communication 30:4, pages 279-297.
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R. Michael Barker, Kathryn J. Saunders & Nancy C. Brady. (2012) Reading Instruction for Children who use AAC: Considerations in the Pursuit of Generalizable Results. Augmentative and Alternative Communication 28:3, pages 160-170.
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Cathy Binger, Jennifer Kent-Walsh, Jacqueline Berens, Stephanie Del Campo & Donna Rivera. (2008) Teaching Latino Parents to Support the Multi-Symbol Message Productions of their Children who Require AAC. Augmentative and Alternative Communication 24:4, pages 323-338.
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Cathy Binger & Janice Light. (2007) The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication 23:1, pages 30-43.
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Masaki Nishio & Seiji Niimi. (2005) Effects of initial letter cueing on intelligibility of Japanese speakers with dysarthria. Journal of Multilingual Communication Disorders 3:3, pages 183-193.
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Articles from other publishers (28)
Jisun P. Lee, Cathy Binger, Nancy Harrington, Seana Evelyn, Jennifer Kent-Walsh, Cindy Gevarter, Jessica Richardson & Debbie Hahs-Vaughn. (2022) Aided Language Measures: Establishing Observer Agreement for Communicators in Early Language Phases. American Journal of Speech-Language Pathology 31:3, pages 1394-1411.
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Eric J. Sanders, Thomas A. Page & Deborah Lesher. (2021) School-Based Speech-Language Pathologists: Confidence in Augmentative and Alternative Communication Assessment. Language, Speech, and Hearing Services in Schools 52:2, pages 512-528.
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Jill E. Senner. 2021. Handbook of Pragmatic Language Disorders. Handbook of Pragmatic Language Disorders
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Emily D. Quinn, Ann P. Kaiser & Jennifer R. Ledford. (2020) Teaching Preschoolers With Down Syndrome Using Augmentative and Alternative Communication Modeling During Small Group Dialogic Reading. American Journal of Speech-Language Pathology 29:1, pages 80-100.
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Gloria SOTO, Michael T. CLARKE, Keith NELSON, Renee STAROWICZ & Gat SAVALDI-HARUSSI. (2019) Recast type, repair, and acquisition in AAC mediated interaction. Journal of Child Language 47:1, pages 250-264.
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Albert M. Cook, Janice M. Polgar & Pedro Encarnação. 2020. Assistive Technologies. Assistive Technologies
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Kerstin M. Tönsing, Karin Van Niekerk, Georg Schlünz & Ilana Wilken. (2019) Multilingualism and augmentative and alternative communication in South Africa – Exploring the views of persons with complex communication needs. African Journal of Disability 8.
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Cathy Binger, Jennifer Kent-Walsh & Marika King. (2017) Dynamic Assessment for 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication: Evaluating Expressive Syntax. Journal of Speech, Language, and Hearing Research 60:7, pages 1946-1958.
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Gloria Soto & Michael T. Clarke. (2017) Effects of a Conversation-Based Intervention on the Linguistic Skills of Children With Motor Speech Disorders Who Use Augmentative and Alternative Communication. Journal of Speech, Language, and Hearing Research 60:7, pages 1980-1998.
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Anna C. Schmidt-Naylor, Kathryn J. Saunders & Nancy C. Brady. (2017) Developing the Alphabetic Principle to Aid Text-Based Augmentative and Alternative Communication Use by Adults With Low Speech Intelligibility and Intellectual Disabilities. American Journal of Speech-Language Pathology 26:2, pages 397-412.
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Cathy Binger, Jennifer Kent-Walsh, Marika King, Eliza Webb & Elijia Buenviaje. (2016) Early Sentence Productions of 5-Year-Old Children Who Use Augmentative and Alternative Communication. Communication Disorders Quarterly 38:3, pages 131-142.
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Cathy Binger, Jamie Ragsdale & Aimee Bustos. (2016) Language Sampling for Preschoolers With Severe Speech Impairments. American Journal of Speech-Language Pathology 25:4, pages 493-507.
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Kerstin M. Tönsing. (2015) Supporting the Production of Graphic Symbol Combinations by Children with Limited Speech: A Comparison of Two AAC systems. Journal of Developmental and Physical Disabilities 28:1, pages 5-29.
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Jennifer Kent-Walsh, Cathy Binger & Carolyn Buchanan. (2015) Teaching Children Who Use Augmentative and Alternative Communication to Ask Inverted Yes/No Questions Using Aided Modeling. American Journal of Speech-Language Pathology 24:2, pages 222-236.
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Albert M. Cook & Janice M. Polgar. 2015. Assistive Technologies. Assistive Technologies
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Elizabeth K. Hanson. (2013) AAC & Dysarthria. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 23:3, pages 120-127.
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Kathryn P. Connaghan & Christopher A. Moore. (2013) Indirect Estimates of Jaw Muscle Tension in Children With Suspected Hypertonia, Children With Suspected Hypotonia, and Matched Controls. Journal of Speech, Language, and Hearing Research 56:1, pages 123-136.
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Cathy Binger, Molly Maguire-Marshall & Jennifer Kent-Walsh. (2011) Using Aided AAC Models, Recasts, and Contrastive Targets to Teach Grammatical Morphemes to Children Who Use AAC. Journal of Speech, Language, and Hearing Research 54:1, pages 160-176.
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Kathryn D. R. Drager, Joe Reichle & Carrie Pinkoski. (2010) Synthesized Speech Output and Children: A Scoping Review. American Journal of Speech-Language Pathology 19:3, pages 259-273.
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Cathy Binger, Jennifer Kent-Walsh, Cai Ewing & Stacy Taylor. (2010) Teaching Educational Assistants to Facilitate the Multisymbol Message Productions of Young Students Who Require Augmentative and Alternative Communication. American Journal of Speech-Language Pathology 19:2, pages 108-120.
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Elizabeth K. Hanson, David R. Beukelman, Jana Kahl Heidemann & Erin Shutts-Johnson. (2010) The impact of alphabet supplementation and word prediction on sentence intelligiblity of electronically distorted speech. Speech Communication 52:2, pages 99-105.
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Jenny Kentner & Nick Miller. (2009)
Effects of visible
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Linda Iris Rosa-Lugo & Jennifer Kent-Walsh. (2008) Effects of Parent Instruction on Communicative Turns of Latino Children Using Augmentative and Alternative Communication During Storybook Reading. Communication Disorders Quarterly 30:1, pages 49-61.
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Laura J. Ball, Marsha D. Sullivan, Susan Dulany, Korey Stading & G. Bradley Schaefer. (2005) Speech-language characteristics of children with Sotos syndrome. American Journal of Medical Genetics Part A 136A:4, pages 363-367.
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Karen A. Fallon, Janice Light, David McNaughton, Kathryn Drager & Carol Hammer. (2004) The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication. Journal of Speech, Language, and Hearing Research 47:6, pages 1424-1439.
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Paris DePaepe, Kathleen Feeley & Lisa A. Wood. (2002) Augmentative and Alternative Communication Considerations for Adults With Significant Cognitive Disabilities. Perspectives on Augmentative and Alternative Communication 11:1, pages 20-25.
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Kathryn D. R. Drager & Joe E. Reichle. (2001) Effects of Discourse Context on the Intelligibility of Synthesized Speech for Young Adult and Older Adult Listeners. Journal of Speech, Language, and Hearing Research 44:5, pages 1052-1057.
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Jill Bradshaw. (2000) A Total Communication Approach Towards Meeting the Communication Needs of People with Learning Disabilities. Tizard Learning Disability Review 5:1, pages 27-30.
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