References: Communication Boards

Return to Communication Boards strategy page.

References

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

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., 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.

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.

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.

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PrAACtically Visual: Supports for Self-regulation & Understanding Expectations. (2019, July 25). PrAACtical AAC.
https://praacticalaac.org/praactical/praactically-visual-supports-for-self-regulation-understanding-expectations/

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.

Smith, J. L., McCarthy, J. W., & Benigno, J. P. (2009). The effect of high-tech AAC system position on the joint attention of infants without disabilities. Augmentative and Alternative Communication (Baltimore, Md.: 1985), 25(3), 165-175.
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, 29(3), 235-245.
White, J. (2023)._ Exploring Augmentative and Alternative Communication (AAC) in the Special Education Classroom. _http://dx.doi.org/10.25316/IR-18610

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/

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