References
- Beukelman, D. B., & Mirenda, P. (1998). Augmentative and Alternative Communication. Baltimore, MD: Paul H. Brookes.
- Blackstone, S. W. (1995). Outcomes in AAC. Augmentative Communication News, 7(1), 1 — 8
- Blackstone, S. W., & Hunt-Berg, M. (2003). Social Net-works: A communication inventory for individuals with complex communication needs and their communication partners. Monterey, CA: Augmentative Communication, Inc.
- Bruno, J., & Dribben, M. (1998). Outcomes in AAC. Augmentative and Alternative Communication, 14, 59–70.
- DeRuyter, F. (1997). The importance of outcome measures for assistive technology service delivery systems. Technol-ogy and Disability, 6, 89 — 104.
- Dowden, P.A., and Cook, A. M. (2002). Selection techniques for individuals with motor impairments. In J. Reichle, D. Beukelman, & J. Light (Eds.), Implementing an augmen-tative communication system: Exemplary strategies for beginning communicators (pp. 395–432). Baltimore, MD: Paul H. Brookes.
- Granlund, M., & Blackstone, S. W. (1999). Outcomes measurement in AAC. In F. Loncke, J. Clibbens, H. Arvidson, & L.L. Lloyd (Eds.), Augmentative and Alternative Communication: New directions in research and practice. (pp.207— 227). London: Whurr Publishers.
- Hanson, M. J., Horn, E., Sandall, S., Beckman, P., Morgan, M., Marquart, M., Branweel, D., & Chou, H. (2001). After preschool inclusion: Children's educational path-ways over the early school years. Exceptional Children, 68, 65–83.
- Hunt, P., Soto, G., Maier, J., Muller, E., & Goetz, L. (2002). Collaborative teaming to support students with augmen-tative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication, 18, 20— 35.
- Light, J. C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems, Augmentative and Alternative Communication, 5, 137 — 143.
- Light, J. C. (2003). Shattering the silence: Development of communicative competence by individuals who use AAC. In J. C. Light, D. R. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC (pp. 3–38). Baltimore, MD: Paul H. Brookes.
- Lincoln, Y. S. (1995). Emerging criteria for quality in qualitative and interpretive research. Qualitative Inquiry, 1, 275 — 289.
- Lund, S., & Light, J. C. (2001). Fifteen years later: An investigation of the long-term outcomes of augmentative and alternative interventions, final grant report. University Park, PN, The Pennsylvania State University (ERIC Document Reproduction Service).
- Schlosser, R. W. (2003). Outcomes measurement in AAC. In J. C. Light, D. R. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC (pp. 479–513). Baltimore, MD: Paul H. Brookes.
- Schlosser, R.W., McGhie-Richmond, D., Blackstein-Adler, S., Mirenda, P., Antonius, K., & Janzen, P. (2000). Training a school team to integrate technology mean-ingfully into the curriculum: Effects on student participation. Journal of Special Education Technology, 15, 31 — 44.
- Sevcik, R. A., & Romski, M. A. (2000). Longitudinal designs. In R. W. Sclosser (Ed.), The efficacy of augmentative and alternative communication (pp. 163–180). San Diego, CA: Academic Press.
- Soto, G., Muller, E., Hunt, P., & Goetz, L. (2001). Critical issues in the inclusion of students who use augmentative and alternative communication: An educational team perspective. Augmentative and Alternative Communica-tion, 17, 62–72.
- Sturm, J. (1998). Educational inclusion of AAC users. In D. R. Beukelman & P. Mirenda (Eds.), Augmentative and Alternative Communication (pp. 391— 426). Baltimore, MD: Paul H. Brookes.
- Utley, B. L. (2002). Visual assessment considerations for the design of AAC systems. In J. Reichle, D. Beukelman, & J. Light (Eds.), Implementing an augmentative communication system: Exemplary strategies for beginning communicators (pp. 353–394). Baltimore, MD: Paul H. Brookes.
- Wehmeyer, M. L., & Schalock, R. L. (2001). Self-determina-tion and quality of life: Implications for special education services and supports. Focus on Exceptional Children, 33(8), 1–16.
- World Health Organization. (2001). International classifica-tion of functioning, disability, and health. Madrid: Author.