Skip to main content

Popular Links

References

References:

  1. Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T.,…Wilkinson, K. (2016). Communication Services and Supports for Individuals with Severe Disabilities: Guidance for Assessment and Intervention. American Journal on Intellectual and Developmental Disabilities, 121(2). 121-138. Doi:10:1352/1944-7558-121.2.121
  2. Browder, D. M., Lee, A., & Mims, P. (2011). Using Shared Stories and Individual Response Modes to Promote Comprehension and Engagement in Literacy for Students with Multiple, Severe Disabilities. Education and Training in Autism and Developmental Disabilities, 46(3) 339-351.
  3. Bruce, S. (2005). The application of Werner and Kaplan’s concept of “distancing” to children who are deaf blind. Journal of Visual Impairment and Blindness, 99 (9).
  4. Bruce, S. & Vargas, C. (2007). Intentional communication acts expressed by children with severe disabilities in high-rate contexts. Augmentative and Alternative Communication, 33 (4) 300-311.
  5. Byiers, B., Dimian, A., & Symons, F. (2014). Functional communication training in Rett Syndrome: a preliminary study. American Journal on Intelliectual and Developmental Disabilities, 119 (4) 340-350.
  6. Coseby, J. & Johnston, S. (2006). Using a single-switch voice output communication aid to increase social access for children with severe disabilities in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 31, 144-156.
  7. Cress C. J. (2002). Expanding children’s early augmented behaviors to support symbolic development. In Reichle J., Beukelman D. R., Light J. C., Exemplary practices for beginning communicators: Implications for AAC (pp. 219–272). Baltimore: Paul H. Brookes
  8. Cress, C. (2014) Early differences in pre-intentional communication patterns between children with typical development and children with complex communication needs. Perspectives on Augmentative & Alternative Communication, 23 (4), 166.
  9. Deloache, J. (2007). Mindful of symbols. Scientific American. www.scientificamerican.com/article/mindful-of-symbols-2007-06/#
  10. Downing, J. & Siegel-Causey, E. (1988). Enhancing the Nonsymbolic Communicative Behavior of Children with Multiple Impairments. Language, Speech and Hearing Services in Schools, 19, 338 -348.
  11. Janssen, et. al (2003). Towards a Diagnositic Intervention Model for Fostering Harmonious Interactions between Deaf-Blind Children and Their Educators. Journal of Visual Impairment and Bindness, 97 (4).
  12. Johnston, S. S. & Coseby, J. (2011). Building blocks of communication. In S. S., Johnston, J. Reichle, K.M. Feeley, & E. A. Jones (Eds.), AAC strategies for individuals with moderate to severe disabilities (pp. 25-49). Baltimore, MD: Paul H. Brookes.
  13. Light, J., Parsons, A. & Drager, K. (2002). “There’s more to life than cookies”: Developing interactions for social closeness with beginning communicators who require augmentative and alternative communication. In J. Reichle, D. Beukelman, & J. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 187- 218). Baltimore, MD: Brookes Publishing Co. McCathren, R. & Watson, A. (1999). Facilitating the development of intentional communication. Young Exceptional Children, 3 (1).
  14. McLinder, M. (2004). Haptic exploratory strategies and children who are blind and have additional disabilities. Journal of Visual Impairment and Blindness, 98 (2).
  15. Mineo Mollica, B. (2003). Representational competence. In, J. Light, D. Beukelman & J. Reichle (Eds.) Communicative Competence for Individuals Who Use AAC, Baltimore: Paul Brookes. Rowland, C. Communication in the classroom for children with dual sensory impairments: Studies of teacher and child behavior. Augmentative and Alternative Communication, 1990, 6 (4), 262-274.
  16. Rowland, C. & Schweigert P. (2003). Cognitive Skills and AAC: Where we’ve been, what we know and the questions we should ask. In, J. Light, D. Beukelman & J. Reichle (Eds.) Communicative Competence for Individuals Who Use AAC, Baltimore: Paul Brookes.
  17. Schweigert, P. (1989) Use of microswitch technology to facilitate social contingency awareness as a basis for early communication skills: A case study. Augmentative and Alternative Communication. 5(3), 192-198.
  18. Schweigert, P. & Rowland, C. (1992). Early communication and microtechnology: An instructional sequence and case studies of children with severe/multiple disabilities. Augmentative and Alternative Communication, 8, 273-286.
  19. Stephenson, J. (2007). The Effect of color on the recognition and use of line drawings by children with severe intellectual disabilities. Augmentative and Alternative Communication. 23(1), 44-55.
  20. Sullivan, M. & Lewis, M. (1995). Contingency, means-end skills, and the use of technology in infant intervention. Infants and young children 5, 58-77.
  21. Warren, S. & Yoder, P. (1998). Facilitating the transition from preintentional to intentional communication in A. Wetherby, S. Warren and J. Reichle (Eds.). Transitions in prelinguistic communication (p. 365-384). Baltimore, Maryland. Paul H. Brookes.
  22. Watson, J. & Ramey, C. (1972). Reactions to response contingent stimulation in early infancy. Merrill-Palmer Quarterly 18 (3) 217-227.
  23. Werner H., Kaplan B. (1963) Symbol formation: An organismic-developmental approach to language and the expression of thought, New York, NY: John Wiley & Sons, Inc.
  24. Wilkinson, K. & Light, J. (2011). Preliminary investigation of visual attention to human figures in photographs: potential considerations for the design of aided AAC visual scene displays. Journal of Speech, Language and Hearing Research 54 1644-1657.