Citations (19)
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Eva Holmqvist, Gunilla Thunberg & Marie Peny Dahlstrand. (2018) Gaze-controlled communication technology for children with severe multiple disabilities: Parents and professionals’ perception of gains, obstacles, and prerequisites. Assistive Technology 30:4, pages 201-208.
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Ralf W. Schlosser, Amanda O’Brien, Christina Yu, Jennifer Abramson, Anna A. Allen, Suzanne Flynn & Howard C. Shane. (2017) Repurposing everyday technologies to provide just-in-time visual supports to children with intellectual disability and autism: a pilot feasibility study with the Apple Watch®. International Journal of Developmental Disabilities 63:4, pages 221-227.
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MaryAnn Romski, Rose A. Sevcik, Andrea Barton-Hulsey & Ani S. Whitmore. (2015) Early Intervention and AAC: What a Difference 30 Years Makes. Augmentative and Alternative Communication 31:3, pages 181-202.
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Ralf W. Schlosser, Emily Laubscher, James Sorce, Rajinder Koul, Suzanne Flynn, Lindsy Hotz, Jennifer Abramson, Holly Fadie & Howard Shane. (2013) Implementing Directives that Involve Prepositions with Children with Autism: A Comparison of Spoken Cues with Two Types of Augmented Input. Augmentative and Alternative Communication 29:2, pages 132-145.
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Jennifer Stephenson. (2009) Iconicity in the Development of Picture skills: Typical Development and Implications for Individuals with Severe Intellectual Disabilities. Augmentative and Alternative Communication 25:3, pages 187-201.
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Jennifer Stephenson. (2009) Recognition and Use of Line Drawings by Children with Severe Intellectual Disabilities: The Effects of Color and Outline Shape. Augmentative and Alternative Communication 25:1, pages 55-67.
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Debora Nunes & Mary Frances Hanline. (2007) Enhancing the Alternative and Augmentative Communication Use of a Child with Autism through a Parent‐implemented Naturalistic Intervention. International Journal of Disability, Development and Education 54:2, pages 177-197.
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Articles from other publishers (12)
Hugo Arias-Flores, Mireya Zapata, Sandra Sanchez-Gordon & Priscila Cedillo. 2023. HCI International 2023 Posters. HCI International 2023 Posters
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María Luisa Gómez Taibo & Natalia Canosa López. (2017) Estrategia de matrices y jerarquía creciente de incitaciones para expresar relaciones semánticas combinando símbolos en la discapacidad intelectual. Revista de Logopedia, Foniatría y Audiología 37:2, pages 75-85.
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Leila Regina d´Oliveira de Paula Nunes & Carolina Rizzotto Schirmer. 2017. Salas abertas: formação de professores e práticas pedagógicas em comunicação alternativa e ampliada nas salas de recurso multifuncionais. Salas abertas: formação de professores e práticas pedagógicas em comunicação alternativa e ampliada nas salas de recurso multifuncionais.
Amanda O’Brien, Ralf W. Schlosser, Howard C. Shane, Jennifer Abramson, Anna A. Allen, Suzanne Flynn, Christina Yu & Katherine Dimery. (2016) Brief Report: Just-in-Time Visual Supports to Children with Autism via the Apple Watch:® A Pilot Feasibility Study. Journal of Autism and Developmental Disorders 46:12, pages 3818-3823.
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Claudia De Pace & Fabrizio Stasolla. 2016. Human-Computer Interaction. Human-Computer Interaction
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Cátia Walter & Maria Amélia Almeida. (2010) Avaliação de um programa de comunicação alternativa e ampliada para mães de adolescentes com autismo. Revista Brasileira de Educação Especial 16:3, pages 429-446.
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Débora Regina de Paula Nunes & Francisco de Paula Nunes Sobrinho. (2010) Comunicação alternativa e ampliada para educandos com autismo: considerações metodológicas. Revista Brasileira de Educação Especial 16:2, pages 297-312.
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Jennifer Stephenson. (2009) Book Reading as an Intervention Context for Children Beginning to Use Graphic Symbols for Communication. Journal of Developmental and Physical Disabilities 22:3, pages 257-271.
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Giulio E. Lancioni, Mark F. O’Reilly, Anthony J. Cuvo, Nirbhay N. Singh, Jeff Sigafoos & Robert Didden. (2007) PECS and VOCAs to enable students with developmental disabilities to make requests: An overview of the literature. Research in Developmental Disabilities 28:5, pages 468-488.
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Stephen von Tetzchner, Kari Merete Brekke, Bente Sj<FONT FACE=Symbol>Æ</FONT>thun & Elisabeth Grindheim. (2005) Inclusão de crianças em educação pré-escolar regular utilizando comunicação suplementar e alternativa. Revista Brasileira de Educação Especial 11:2, pages 151-184.
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