Gerde, H. K., Foster, T. D., & Skibbe, L. E. (2014). Beyond the pencil: Expanding the occupational therapists' role in helping young children to develop writing skills. The Open Journal of Occupational Therapy, 2(1), 5.

Hirano, Y., Obata, T., Kashikura, K., Nonaka, H., Tachibana, A., Ikehira, H., ... & Onozuka, M. (2008). Effects of chewing on cognitive processing speed. Brain and Cognition, 68(2), 162–170.

Hirano, Y., Obata, T., Kashikura, K., Nonaka, H., Tachibana, A., Ikehira, H., ... & Onozuka, M. (2008). Effects of chewing on cognitive processing speed. Brain and Cognition, 68(2), 162–170.

Hirano, Y., Obata, T., Kashikura, K., Nonaka, H., Tachibana, A., Ikehira, H., ... & Onozuka, M. (2008). Effects of chewing on cognitive processing speed. Brain and Cognition, 68(2), 162–170.

Kelly, K. E., & Kneipp, L. B. (2009). Reading for pleasure and creativity among college students. College Student Journal, 43(4), 1137-1144.

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:10.3109/07434618.2014.885080Malhi, 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. https://doi.org/10.1080/07434618.2017.1381990Parker, 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.

Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1-34.

Knouse, L. E., Rawson, K. A., & Dunlosky, J. (2020). How much do college students with ADHD benefit from retrieval practice when learning key-term definitions?. Learning and Instruction, 68, 101-130.

The complexity of the cognitive operations and the knowledge involved in a process such as note-taking require note-takers to actively control what they are doing and to master the way they work. This metacognitive knowledge allows them to plan their activity, to evaluate and regulate it (Rémond, 2003). Garcia-Mila and Andersen (2007) further argued that metacognition is important for at least two reasons. First, as learners often misperceive the task demands and their own future state of knowledge, they do not see the utility of note-taking. Second, these misperceptions make learners not refer back to their notes and thereby miss feedback that would refine their metacognitive knowledge and strategy use. (Makany et al, 2009)

Rogge, A. K., Hamacher, D., Cappagli, G., Kuhne, L., Hötting, K., Zech, A., ... & Röder, B. (2021). Balance, gait, and navigation performance are related to physical exercise in blind and visually impaired children and adolescents. Experimental Brain Research, 239, 1111-1123.