Aac references From the book

Sigafoos, J., Roberts, D., Kerr, M., Couzens, D., & Baglioni, A. J. (1994). Opportunities for communication in classrooms serving children with developmental disabilities. Journal of Autism and Developmental Disorders, 24, 259-279.

Sigafoos, J., Woodyatt, G., Tucker, M., Roberts-Pennell, D., Keen, D., Tait, K., & Pittendreigh, N. (1998). Inventory of Potential Communicative Acts (IPCA). Queensland, Australia: University of Queensland.

Simmons, N. & Johnston, J. (2004, February). Cultural differences in beliefs and practices concerning talk to children: East-Indian and Western mothers. Poster presented at the 4^th Early Years Conference, Vancouver, BC.

Simpson, K., Beukelman, D.R., & Sharpe, T. (2000). An elementary student with severe expressive communication impairment in a general education classroom: Sequential analysis of interactions. Augmentative & Alternative Communication, 16, 107-121.

Singh, N., Lancioni, G., O’Reilly, M., Molina, E., Adkins, A., & Oliva, D. (2003). Self-determination during mealtimes through microswitch choice-making by an individual with complex multiple disabilities and profound mental retardation. Journal of Positive Behavior Interventions, 5, 209-215.

Skotko, B., & Koppenhaver, D. (2004). Parent reading behaviors and communication \outcomes in girls with Rett syndrome. Exceptional Children, 70, 145-166.

Smith, M., & Grove, N. (1999). The bimodal situation of children learning language using manual and graphic signs. In F. Loncke, J. Clibbens, H. Arvidson, & L. L. Lloyd (Eds.), Augmentative and alternative communication: New directions in research and practice (pp. 8-30). London: Whurr Publishers.

Smith, M., & Grove, N. (2003). Asymmetry in input and output for individuals who use AAC. In J. Light, D. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC (pp. 163-195). Baltimore: Paul H. Brookes Publishing Co.

Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16, 86-92.

Snell, M. (2002). Using dynamic assessment with learners o who communicate nonsymbolically. Augmentative and Alternative Communication, 18, 163-176.

Snell, M., Caves, K., McLean, L., Mineo Mollica, B., Mirenda, P., Paul-Brown, D., Romski, M.A., Rourk, J., Sevcik, R., & Yoder, D. (2003). Concerns regarding the application of restrictive “eligibility” policies to individuals who need communication services and supports: A response by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 28, 70-78.

Sonnenmeier, R., & McSheehan, M. (in press). Beyond access: A model for supporting augmentative and alternative communication and learning of the general education curriculum by persons with the most significant disabilities. Augmentative & Alternative Communication.

Soto, G. (1997). Special education teacher attitudes toward AAC: Preliminary survey. Augmentative & Alternative Communication, 13, 186-197.

Soto, G. (1999). Understanding the impact of graphic sign use on the message structure. In F. Loncke, J. Clibbens, H. Arvidson, & L. L. Lloyd (Eds.), Augmentative and alternative communication: New directions in research and practice (pp. 40-48). London: Whurr Publishers.

Soto, G., Müller, E., Hunt, P., & Goetz, L. (2001a). Critical issues in the inclusion of students who use augmentative and alternative communication: An educational team perspective. Augmentative & Alternative Communication, 17, 62-72.

Soto, G., Müller, E., Hunt, P., & Goetz, L. (2001b). Professional skills for serving students who use AAC in general education classrooms: A team perspective. Language, Speech, and Hearing Services in Schools, 32, 51-56.

State of New Hampshire, Dept. of Health and Human Services (1999). Guidelines for the use of facilitated communication. Concord, NH: Author.

Strauss, D., & Shavelle, R. (1998). Life expectancy of adults with cerebral palsy. Developmental Medicine and Child Neurology, 40, 369-375.

Sundberg, M., & Partington, J. (1998). Teaching language to children with autism and other developmental disabilities (version 7.1). Pleasant Hill, CA: Behavior Analysts, Inc.

Sussman, F. (1999). More than words: Helping parents to promote communication and social skills in children with autism spectrum disorder. Toronto, ON: The Hanen Centre.

Sutton, A. (1999). Linking language learning experiences and grammatical acquisition. In F. Loncke, J. Clibbens, H. Arvidson, & L. L. Lloyd (Eds.), Augmentative and alternative communication: New directions in research and practice (pp. 49-61). London: Whurr Publishers.

Sutton, A., and Gallagher, T. (1995). Comprehension assessment of a child using an AAC system. American Journal of Speech-Language Pathology, 4, 60-69.

Sutton, A., Gallagher, T., Morford, J., & Shahnaz, N. (2000). Constituent order patterns and syntactic distinctions in relative clause sentences produced using AAC systems. Applied Psycholinguistics, 21, 473-486.

Sutton, A., Gallagher, T., Morford, J., & Shahnaz, N. (2002). Interpretation of graphic symbol utterances. Augmentative and Alternative Communication, 18, 205-214.

Sutton, A., & Morford, J. (1998). Constituent order in picture pointing sequences produced by speaking children w using AAC. Applied Psycholinguistics, 19, 526-536.

Sutton, A., Soto, G., & Blockberger, S. (2002). Grammatical issues in graphic symbol communication. Augmentative and Alternative Communication, 18, 192-204.

Tjus, Heimann, & Nelson, 1998

Todman, J. (2000). Rate and quality of conversations using a text-storage AAC system: Single-case training study. Augmentative and Alternative Communication, 16, 164-179.

Todman, J., & Alm, N. (2003). Modelling conversational pragmatics in communication aids. Journal of Pragmatics, 35, 523-538.

Todman, J., & Lewins, E. (1996). Conversational rate of a non-vocal person with motor neurone disease using the ‘TALK’ system. International Journal of Rehabilitation Research, 19, 285-287.

Todman, J., & Rzepecka, H. (2003). Effect of pre-utterance pause length on perceptions of communicative competence in AAC-aided social conversations. Augmentative and Alternative Communication, 19, 222-234.

Todman, J., Rankin, D., & File, P. (1999). The use of stored text in computer-aided conversation: A single-case experiment. Journal of Language and Social Psychology, 18, 287-309.

Topor, I. (1999). Functional vision assessments and early interventions. In D. Chen (Ed.), Essential elements in early intervention (pp. 157-206). NY: AFB Press.

Torgeson, J., & Bryant, B. (1994). Test of Phonological Awareness (TOPA). Austin. TX: PRO-ED, Inc.

Treviranus, J., & Roberts, V. (2003). Supporting competent motor control of AAC systems. In J. Light, D. Beukelman, & J. Reichle (Eds.), Communicative competence in individuals who use AAC (pp. 199-240). Baltimore: Paul H. Brookes Publishing Co.

Turnell, R., & Carter, M. (1994). Establishing a repertoire of requesting for a student with severe and multiple disabilities using tangible symbols and naturalistic time delay. Australia and New Zealand Journal of Developmental Disability, 19, 193-207.

U.S. Department of Education. (2000). Twenty-second annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Government Printing Office.

University of Kentucky (2002). University of Kentucky Assistive Technology (U-KAT) Toolkit. Retrieved on Feb. 24, 2004 from http://serc.gws.uky.edu/www/ukatii/toolkit/index.html.

Utley, B. (2002). Visual assessment considerations for the design of AAC systems. In J. Reichle, D. Beukelman, & J. Light (Eds.). Exemplary practices for beginning communicators: Implications for AAC (pp. 353-394). Baltimore: Paul H. Brookes Publishing Co.

Van Acker, R., & Grant, S. (1995). An effective computer-based requesting system for persons with Rett syndrome. Journal of Childhood Communication Disorders, 16, 31-38.

VanBiervliet, A., & Parette, P. (1999). Families, cultures, and AAC [CD-ROM]. Little Rock, AR: Southeast Missouri State University and University of Arkansas for Medical Services.

Vandervelden, M., & Siegel, L. (1999). Phonological processing and literacy in AAC users and students with motor speech impairments. Augmentative and Alternative Communication, 15, 191-211.

Vandervelden, M., & Siegel, L. (2001). Phonological processing in written word learning: assessment for children who use augmentative and alternative communication. Augmentative and Alternative Communication, 17, 37-51.

Velleman, S., & & Strand, K. (1994). Developmental verbal dyspraxia. In J.E. Bernthal & N.W. Bankson (Eds.), Child phonology: Characteristics, assessment, and intervention with special populations (pp. 110-139). New York: Thieme Medical Publishers.

Venkatagiri, H. (1999). Efficient keyboard layouts for sequential access in augmentative and alternative communication. Augmentative and Alternative Communication, 15, 126-134.

Villa, R., & Thousand, J. (2000). Restructuring for caring and effective education (2^nd ed.). Baltimore: Paul H. Brookes Publishing Co.

Wacker, D., Berg, W., & Harding, J. (2002). Replacing socially unacceptable behavior with acceptable communication responses. In J. Reichle, D. Beukelman, & J. Light (Eds.), Exemplary practices for beginning communicators (pp. 97-122). Baltimore: Paul H. Brookes Publishing Co.

Wagner, R., & Torgeson, J. (1987). The nature of phonological processing skills in early literacy: A developmental approach. Psychological Bulletin, 101, 192-212.

Wehmeyer, M., Sands, D., Knowlton, H. E., & Kozleski, E. (2003). Teaching students with mental retardation: Providing access to the general curriculum. Baltimore: Paul H. Brookes Publishing Co.

Welland, R. (1999), Effects of Amer-Ind gestural code on spoken language comprehension in dementia of the Alzheimer type (DAT). Dissertation Abstracts International, 60, 2096.

Wetherby, A., & Prizant, B. (1993). Communication and Symbolic Behavior Scales™ (CSBS). Baltimore: Paul H. Brookes Publishing Co.

Wetherby, A., & Prizant, B. (2002). Communication and Symbolic Behavior Scales Developmental Profile™ (CSBS DP). Baltimore: Paul H. Brookes Publishing Co.

Wetherby, A., & Prizant, B. (Eds.) (2000). Autism spectrum disorders: A transactional developmental perspective. Baltimore: Paul H. Brookes Publishing Co..

Wetherby, A., Warren, S., & Reichle, J. (1998). Introduction to Transitions in prelinguistic communication. In A. Wetherby, S. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 1-11). Baltimore: Paul H. Brookes Publishing Co.

Wiig, E., Secord, E., & Semel, W. (1992). Clinical Evaluation of Language Fundamentals-Preschool (CELF-P). San Antonio, TX: The Psychological Corporation.

Wilbur, R., & Peterson, L. (1998). Modality interactions of speech and signing in simultaneous communication. Journal of Speech, Language, and Hearing Research, 41, 200-212.

Wilcox, K., & Sherrill, M. (1999). Children’s Speech Intelligibility Measure. Austin, TX: PRO-ED.

Wilcox, M. J., Bacon, C., & Shannon, (1995, November). Prelinguistic intervention: Procedures for young children with disabilities. Paper presented at the ASHA Annual Convention, Orlando, FL.

Wilkinson, K. (in press). Disambiguation and mapping of new word meanings by individuals with intellectual/developmental disabilities.

Wilkinson, K., & Albert, A. (2001). Adaptations of fast mapping for vocabulary intervention with augmented language users. Augmentative and Alternative Communication, 17, 120-132.

Wilkinson, K., & Green, G. (1998). Implications of fast mapping for vocabulary expansion in individuals with mental retardation. Augmentative and Alternative Communication, 14, 162-170.

Wilkinson, K., & Jagaroo, V. (in press). Contributions of cognitive science to AAC display design.. Augmentative and Alternative Communication.

Wilkinson,. G. (1993). Wide Range Achievement Test-3 (WRAT3). Austin, TX: PRO-ED.

Williams, B. (2000). More than one exception to the rule. In M. Fried-Oken & H. Bersani (Eds.), Speaking up and spelling it out: Personal essays on augmentative and alternative communication (pp. 245-254). Baltimore: Paul H., Brookes Publishing Co.

Williams, D. (1994). Somebody somewhere: Breaking free from the world of autism. Toronto: Doubleday.

Williams, K. (2001). Group Reading Assessment and Diagnostic Evaluation (GRADE). Circle Pines, MN: American Guidance Service.

Williams, M., & Krezman, C. (Eds.) (2000). Beneath the surface: Creative expressions of augmented communicators. Toronto: ISAAC Press.

Williams, W. B., Stemach, G., Wolfe, S., & Stanger, C. (1998). Lifespace access profile [Computer software]. Volo. IL: Don Johnston, Inc.

Winter, S., Autry, A., Boyle, C., & Yeargin-Allsopp, M. (2002). Trends in the prevalence of cerebral palsy in a population-based study. Pediatrics, 110, 1220-1225.

Wisconsin Assistive Technology Initiative (2004). W.A.T.I. Assistive Technology Assessment. Retrieved on Feb. 24, 2004 from http://www.wati.org/pdf/Assessmentforms2004.pdf.

Woll, B., & Barnett, S. (1998). Toward a sociolinguistic perspective on augmentative and alternative communication. Augmentative and Alternative Communication, 14, 200-211.

Wood, L. A., Lasker, J., Siegel-Causey, E., Beukelman, D. R., & Ball, L. (1998). Input framework for augmentative and alternative communication. Augmentative and Alternative Communication, 14, 261-276.

Woodcock, R., Clark, C., & Davies, C. (1968). Peabody rebus reading program. Circle Pines, MN: American Guidance Service.

Woodcock, R., McGrew, K., & Mather, N. (2001). Woodcock-Johnson® III (WJ III). Itasca, IL: Riverside Publishing.

World Health Organization (2001). The World Health report 2001 -- Mental illness: New understanding, new hope. Geneva, Switzerland: Author. Retrieved on April 10, 2004 from http://www.who.int/whr2001/2001/.

Yamamoto, J., & Mochizuki, A. (1988). Acquisition and functional analysis of manding with autistic children. Journal of Applied Behavior Analysis, 21, 57-64.

Yoder, P., & Warren, S. (1998). Maternal responsivity predicts the prelinguistic communication intervention that facilitates generalized intentional communication. Journal of Speech, Language, and Hearing Research, 41, 1207-1219.

Yoder, P., & Warren, S. (1999). Maternal responsivity mediates the relationship between prelinguistic intentional communication and later language. Journal of Early Intervention, 22, 126-136.

Yoder, P., & Warren, S. (2001). Relative treatment effects of two prelinguistic communication interventions on language development in toddlers with developmental delays vary by maternal characteristics. Journal of Speech, Language, and Hearing Research, 44, 224-237.

Yoder, P., & Warren, S. (2002). Effects of prelinguistic milieu teaching and parent responsivity education on dyads involving children with intellectual disabilities. Journal of Speech, Language, and Hearing Research, 45, 1158-1174.

Yorkston, K. (Ed.) (1992). Augmentative communication in the medical setting. Austin,. TX: PRO-Ed, inc.