References: Communication Boards

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References

Beukelman, D. & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children & Adults with Complex Communication Needs 4th Edition. Baltimore: Paul H. Brookes Publishing.

Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino parents to support the multi-symbol message productions of their children who require AAC. Augmentative and Alternative Communication, 24(4), 323-338.

Carr, S. A. (2013). Effects of semantic + multimodal communication program for switching behavior in severe aphasia (Doctoral dissertation, Duquesne University).

Harrison-Harris, O. L. (2002). AAC, literacy and bilingualism. The ASHA leader, 7(20), 4-17.

Hunt, P., Soto, G., Maier, J., Müller, E., & Goetz, L. (2002). Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication, 18(1), 20–35.

Hurtig, R. R., Alper, R. M., Bryant, K. N. T., Davidson, K. R., & Bilskemper, C. (2019). Improving Patient Safety and Patient–Provider Communication. Perspectives of the ASHA Special Interest Groups, 4(5), 1017–1027.

Icht, M., Levine-Sternberg, Y., & Mama, Y. (2020). Visual and auditory verbal long-term memory in individuals who rely on augmentative and alternative communication. Augmentative and Alternative Communication, 36(4), 238-248.

Isaacson, M., & Lloyd, L. L. (2013). A computerized procedure for teaching the relationship between graphic symbols and their referents. Assistive Technology : The Official Journal of RESNA, 25(3), 127–138.

Jensen, E., Douglas, S. N., & Gerde, H. K. (2023). Dispelling Myths Surrounding AAC Use for Children: Recommendations for Professionals. Inclusive Practices, 2(1), 30–36.

Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30, 1-18.

Malhi, S., Welch-West, P., Koo, A., Fogarty, J., & Lazosky, A. (2021). Thinking without speaking: Neuropsychological testing with individuals who have communication impairments. Neuropsychological Rehabilitation, 32, 1–15.

McNaughton, D. (2020). Communication supports for children and adults with complex communication needs during the COVID-19 pandemic. RERC on AAC.

O'Neill, T. (2016). Family Leisure as a Context for AAC Intervention: An Interdisciplinary Case Study.

Perrin, M., Robillard, M., & Roy-Charland, A. (2017). Observing eye movements and the influence of cognition during a symbol search task: A comparison across three age groups. Augmentative and Alternative Communication, 33(4), 249–259.

Rangel-Rodríguez, G. A., Badia, M., & Blanch, S. (2021). Encouraging Emotional Conversations in Children With Complex Communication Needs: An Observational Case Study. Frontiers in Psychology, 12, 674755.

Stanborough, R.J. (2020). Communication board for Autism and other conditions. Healthline, Healthline Media.

Thistle, J., & Wilkinson, K. (2012). What Are the attention demands of aided AAC?. Perspectives on Augmentative and Alternative Communication. 10.1044/aac21.1.17.

Thistle, J. J., & Wilkinson, K. M. (2013). Working memory demands of aided augmentative and alternative communication for individuals with developmental disabilities. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 29(3), 235–245.

Why AAC? (2017). The Center for AAC & Autism https://www.aacandautism.com/assets/uploads/Why-AAC-info.pdf

Wofford, M. C., Ogletree, B. T., & De Nardo, T. (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), 1933-1948.

Wong, J. (2022). 6 ways to motivate students who use AAC devices to communicate. n2y.