SP in Schools project 2017 Low Res V2
Complex communication needs and augmentative and alternative communication
References Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs . Baltimore, MD: Brookes Erickson, K. A., Koppenhaver, D. A., & Cunningham, J. W. (2006). Balanced reading intervention and assessment in augmentative communication. In R. J. McCauley, M. E. Fey, & R. Gillam (Eds.), Treatment of language disorders in children (pp. 309–346). Baltimore, MD: Brookes). Harris, D. (1982). Communicative interaction processes involving non-vocal physically handicapped children, Topics in Language Disorders , 2 (2), 21-38. Hetzroni, O. E. (2004). AAC and literacy. Disability and Rehabilitation , 26, 1305–1312. Lund, S. K., & Light, J. (2007). Long-term outcomes for individuals who use augmentative and alternative communication: Part III – Contributing factors. Augmentative and Alternative Communication , 23, 323–335. Light, J., Collier, B., & Parnes, P. (1985). Communicative interaction between young nonspeaking physically disabled children and their primary caregivers: Part I: Discourse patterns. Augmentative and Alternative Communication , 1(3),98-107 Light, J., & Kelford Smith, A. (1993). Home literacy experiences of pre-schoolers who use AAC systems and of their nondisabled peers. Augmentative and Alternative Communication , 9(1), 10–25. doi:10.1080/07434619312331276371 Light, J. C., &, 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. Millar, D. C., Light, J. C., & McNaughton, D. B. (2004). The effect of direct instruction and writer’s workshop on the early writing skills of children who use augmentative and alternative communication. Augmentative and Alternative Communication , 20, 164–178. Pennington, L. & McConachie, H. (1999). Mother–child interaction revisited: Communication with non-speaking physically disabled children. International Journal of Language and Communication Disorders , 34(4), 391–416. Porter, G. (1997). Integrating AAC into programmes applying the principles of conductive education. Conductive Education News , 12(3), 2–8. Porter, G. (2004). AGOSCI National Tour , Adelaide. Sandberg, A. (2006). Reading and spelling abilities in children with severe speech impairments and cerebral palsy at 6, 9, and 12 years of age in relation to cognitive development: A longitudinal study. Developmental Medicine & Child Neurology , 48(8), 629-634. doi:10.1017/S0012162206001344 Sennott, S.C., Light, J.C. and McNaughton, D. 2016) Research and practice for persons with severe disabilities. Sage Journals, AAC Modeling Inervention Research Review 41, (2), 101-115. Smith, M. M., & Blischak, D. M. (1997). Literacy. In L. L. Lloyd, D. R., Fuller, & H. H. Arvedson (Eds.), Augmentative and alternative communication: Handbook of principles and practices (pp. 414–444). Needham Heights, MA: Allyn and Bacon. Speech Pathology Australia (SPA). (2012). Augmentative and alternative clinical guideline. 2012 Sturm, J. M., & Clendon, S. A. (2004). Augmentative and alternative communication, language, and literacy: Fostering the relationship. Topics in Language Disorders , 24(1), 76–91.
Speech Pathology Australia: Speech Pathology in Schools Project
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