Return to Communication Boards strategy page.
AAC and Vision Impairment. (2018, August 31). AAC Community. https://aaccommunity.net/2018/08/aac-and-vision-impairment/
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.
Duffy, M. A. (2016). __Literacy Instruction for Students with Intellectual and Developmental Disabilities (Chapter 9) Steps to success: Crossing the bridge between literacy research and practice. Open SUNY Textbooks.
Erickson, K. (2003). Reading comprehension in AAC. The ASHA Leader, 8(12), 6-9.
Harrison-Harris, O. L. (2002). AAC, literacy and bilingualism. The ASHA leader, 7(20), 4-17.
Hunt, P., Soto, G., Maier, J., Muller, 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.
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. doi:10.3109/07434618.2014.885080
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.
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.
Parker, R. (2013, March 1)._ PrAACtical Guessing: 5 Apps for Interactive Inferencing_. (2013, March 1). PrAACtical AAC. https://praacticalaac.org/praactical/praactical-guessing-5-apps-for-interactive-inferencing/
Rangel-Rodriguez, 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.
Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC Modeling Intervention Research Review. Research and Practice for Persons with Severe Disabilities, 41(2), 101-115.
Stanborough, R.J. (2020). Communication board for Autism and other conditions. Healthline, Healthline Media.
Sturm, J. M. (2003). Writing in AAC. The ASHA Leader, 8(16), 8-27.
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, 29(3), 235-245.
Why AAC? (2017). The Center for AAC & Autism https://www.aacandautism.com/assets/uploads/Why-AAC-info.pdf
Wong, J. (2022). 6 ways to motivate students who use AAC devices to communicate. N2y.
Zangari, C. (2014, May 8). AACtual Therapy: On Motivation and AAC with Samantha Weatherford. PrAACtical AAC. https://praacticalaac.org/praactical/aactual-therapy-on-motivation-and-aac-with-samantha-weatherford/
Zangari, C. (2019, July, 25). PrAACtically Visual: Supports for Self-regulation & Understanding Expectations. PrAACtical AAC. https://praacticalaac.org/praactical/praactically-visual-supports-for-self-regulation-understanding-expectations/