Hendrick, D., Prather, E., & Tobin,. A. (1984). Sequenced Inventory of Communication Development-Revised. East Aurora, NY: Slosson Educational Publications

Hendrick, D., Prather, E., & Tobin,. A. (1984). Sequenced Inventory of Communication Development-Revised. East Aurora, NY: Slosson Educational Publications.

Hetzroni, O., & Tannous, J. (2004). Effects of a computer-based intervention program on the communicative functions of children with autism. Journal of Autism and Developmental disorders, 34, 95-113.

Hetzroni, O., Rubin, C., & Konkol, O. (2002). The use of assistive technology for symbol identification by children with Rett syndrome. Journal of Intellectual and Developmental Disability, 27, 57-71.

Higginbotham, D. J. (2001, December). Introduction: Research on utterance-based communication. ASHA Special Interest Division 12 Newsletter, 10(4), 2-5.

Higginbotham, D. J., Moulton, B., Lesher, G., Wilkins, D., & Cornish, J. (2000). Frametalker: Development of a frame-based communication system. In Proceedings of the 2000 CSUN Annual Conference. Northridge, CA: California State University at Northridge.

Higginbotham, D. J., Wilkins, D., Lesher, G., & Moulton, B. (1999). Frametalker: A communication frame and utterance-based augmentative communication device. In Proceedings of the RESNA Annual Conference (pp. 52-54). Arlington, VA: RESNA Press.

Hill, K. (2004). AAC Performance Report Tool (PeRT)© to support evidence-based practice. Paper presented at the Technology and Persons With Disabilities Conference, California State University at Northridge.

Hill, K., & Romich, B. (2002). A rate index for augmentative and alternative communication. International Journal of Speech Technology, 5, 57-64.

Hispanic-American (Harrison-Harris, 2004 Chinese-Canadian (Johnston & Wong, 2002), and Indo-Canadian (Simmons & Johnston, 2004)

Hochstein, D., McDaniel, M., & Nettleton, S. (2004). Recognition of vocabulary in children and adolescents with cerebral palsy: A comparison of two speech coding schemes. Augmentative and Alternative Communication, 20, 45-62.

Hochstein, D., McDaniel, M., Nettleton, S., & Neufeld, K. (2003). The fruitfulness of a nomothetic approach tom investigating AAC: Comparing two speech encoding schemes across cerebral palsied and nondisabled children. American Journal of Speech-Language Pathology, 12, 110-122.

Hsieh, M-C., & Luo, C-H. (1999). Morse code typing of an adolescent with cerebral palsy using microcomputer technology: Case study. Augmentative and Alternative Communication, 15, 216-221.

Huer, M. B. (1997). Culturally inclusive assessments for children using augmentative and alternative communication (AAC). Journal of Children’s Communication Development, 19, 23-34.

Huer, M. B. (2000). Examining perceptions of graphic symbols across cultures: Preliminary study of the impact of culture/ethnicity. Augmentative and Alternative Communication, 16, 180-185.

Huer, M. B. (2003). Individuals from diverse cultural and ethnic backgrounds may perceive graphic symbols differently: Response to Nigam. Augmentative and Alternative Communication, 19, 137-140.

Huer, M. B., & Wyatt, T. (1999). Cultural factors in the delivery of AAC services to the African-American community. Multicultural Electronic Journal of Communication Disorders, 2, http://www.asha.ucf.edu/huer.wyatt.html.

Huer, M. B., Parette, H. P., & Saenz, T. (2001). Conversations with Mexican Americans regarding children with disabilities and augmentative and alternative communication. Communication Disorders Quarterly, 22, 197-206.

Huer, M. B., Saenz, T., & Doan, J. H. D. (2001). Understanding the Vietnamese American community: Implications for training educational personnel providing services to children with disabilities. Communication Disorders Quarterly, 23, 27-39.

Hunt, P., Alwell, M., Farron-Davis, F. & Goetz, L. (1996). Creating socially supportive environments for fully included students who experience multiple disabilities. Journal of the Association for Persons with Severe Handicaps, 21, 53-71.

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, 20-35.

Hunt-Berg, M. (in press). The Bridge School: Educational inclusion outcomes over fifteen years. Augmentative and Alternative Communication.

Huntley Bahr, R., Velleman, S., & Ziegler, M. A. (1999). Meeting the challenge of suspected developmental apraxia of speech through inclusion. Topics in Language Disorders, 19, 19-35

Hustad, K., & Shapley, K. (2003). AAC and natural speech in individuals with developmental disabilities. In J. Light, D. Beukelman, & J. Reichle (Eds.), Communicative competence in individuals who use AAC (pp. 41-62). Baltimore: Paul H. Brookes Publishing Co.

Hwa-Froelich, D., & Westby, C. (2003). Frameworks of education: Perspectives of Southeast Asian parents and Head Start staff. Language, Speech, and Hearing Services in Schools, 34, 299-319.

Iacono, T. (2003). Pragmatic development in individuals with developmental disabilities who use AAC. In J. Light, D. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC (pp. 323-360). Baltimore: Paul H. Brookes Publishing Co.

Iacono, T., & Cupples, L. (2003). Assessment of Phonological Awareness and Reading (APAR). Retrieved February 23, 2004 from http://cddh.med.monash.edu.au/access/.

Iacono, T., & Cupples, L. (2004). Assessment of phonemic awareness and word reading skills of people with complex communication needs. Journal of Speech, Language, and Hearing Research, 47, 437-449.

Iacono, T., Carter, M., & Hook, J. (1998). Identification of intentional communication in students with seve4re and multiple disabilities. Augmentative and Alternative Communication, 14, 102-114.

Johnson, P. (2000). If I do say so myself! In M. Fried-Oken & H. Bersani, Jr. (Eds.), Speaking up and spelling it out (pp. 57-55). Baltimore: Paul H. Brookes Publishing Co.

Johnson, S., Meyer, L., & Taylor, B. (1996). Supported inclusion. In C. Maurice (Ed.), Behavioral intervention for young children with autism (pp. 331-342). Austin, TX: Pro-Ed.

Johnston, J., & Wong, M.-Y. (2002). Cultural differences in beliefs and practices concerning talk to children. Journal of Speech, Language, and Hearing Research, 42, 916-926.

Johnston, S., Nelson, C., Evans, J., & Palazolo, K. (2003). The use of visual supports in teaching young children with autism spectrum disorder to initiate interactions. Augmentative and Alternative Communication, 19, 86-103.

Jolleff, N., & Ryan, M. (1993). Communication development in Angelman syndrome. Archives of Disease in Childhood, 69, 148-150.

Jorgensen, C. (1998). Restructuring high schools for all students. Baltimore: Paul H. Brookes Publishing Co.

Judd-Wall, J. (1995). Assistive Technology Screener©. Retrieved on Feb. 24, 2004 from http://www.taicenter.com/test_pretty/screeners/screener%20text.html.

Judge, S. L., & Parette, H. P. (Eds.) (1998). Assistive technology for young children with disabilities. Cambridge, MA; Brook Line Books.

Kame’enui, E., & Simmons, J. (1999). Toward successful inclusion of students with disabilities: The architecture of instruction. Reston, VA: Council for Exceptional Children.

Katz, J., & Mirenda, P. (2002). Including students with developmental disabilities in general education classrooms: Social benefits. International Journal of Special Education, 17, 25-35.

Katz, J., Mirenda, P., & Auerbach, S. (2002). Instructional strategies and educational outcomes for students with developmental disabilities in inclusive “multiple intelligences” and typical inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 27, 227-238.

Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with functional communication. Journal of Autism and Developmental Disorders, 31, 385-398.

Keen, D., Woodyatt, G., & Sigafoos, J. (2002). Verifying teacher perceptions of the potential communicative acts of children with autism. Communication Disorders Quarterly, 23, 133-142.

Kennedy, C. H., Meyer, K. A., Knowles, T., & Shulka, S. (2000). Analyzing the multiple functions of stereotypical behavior for students with autism: Implications for assessment and treatment. Journal of Applied Behavior Analysis, 33, 559-571.

Kent-Walsh, J., & Light, J. (2003). General education teachers’ experiences with inclusion of students who use augmentative and alternative communication. Augmentative and Alternative Communication, 19, 104-124.

Kluth, P. (2003). You’re going to love this kid!: Teaching students with autism in the inclusive classroom.. Baltimore: Paul H. Brookes Publishing Co.

Knudsen-Lindauer, S., & Harris, K. (1989). Priorities for kindergarten curricula: Views of parents and teachers. Journal of Research in Childhood Education, 4, 51-61.

Kochmeister, S. (1997). Excerpts from Shattering Walls. Facilitated Communication Digest, 5(3), 10-12.

Koester, H., & Levine, S. (1998). Model simulations of user performance with word prediction. Augmentative and Alternative Communication, 14, 25-35..

Konstantareas, M., Oxman, J., & Webster, C. (1978). Iconicity: Effects of the acquisition of sign language by autistic and other severely dysfunctional children. In P. Siple (Ed.), Understanding language through sign language research (pp. 213-237). New York: Academic Press.