Collaborative Practices Related to Augmentative and Alternative Communication: Current Personnel Preparation Programs

Communication Disorders Quarterly

Volumn 22, Issue 2, 2001, Pages 77-86

  DePaepe, Paris A ^a   Wood, Lisa A ^b  

^a MISSOURI STATE UNIVERSITY   (United States)

^b Southwest Missouri University   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84992904641     PISSN: 15257401     EISSN: None     Source Type: Journal    
DOI: 10.1177/152574010102200203     Document Type: Article

References (34)

1. American Speech-Language-Hearing Association. (1989). Competencies for speech-language pathologists providing services in augmentative communication. Asha, 31, 107-110.
2. Baine, D., & Sobsey, R. (1983). Implementing transdisciplinary services for severely handicapped persons. Special Education in Canada, 58(1), 12-14.
3. Balandin, S., & Iacono, T. (1998). AAC and Australian speech pathologists: Report on a national survey. Augmentative and Alternative Communication, 14, 239-249.
4. Banigan, R.L., Koslowski, C., & Johnson, M. (1995, December). From pull-out to integration in schools: A collaborative model. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Orlando.
5. Beukelman, D., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults (2nd ed.). Baltimore: Brookes.
6. Campbell, P.H. (1987). The integrated programming team: An approach for coordinating professionals of various disciplines in programs for students with severe and multiple handicaps. Journal of the Association for Persons with Severe Handicaps, 12, 107-116.
7. Collier, B., & Blackstien-Adler, S. (1998). Building competencies in augmentative and alternative communication among professionals. Augmentative and Alternative Communication, 14, 250-60.
8. Coufal, K.L. (1993). Collaborative consultation for speech-language pathologists. Topics in Language Disorders, 14(1), 1-14.
9. Council for Exceptional Children. (1998). What every special educator should know. The international standards for the preparation and licensure of special educators. Reston, VA: Author.
10. Creaghead, N.A. (1994, October). Serving children in the classroom: A script for school success. Paper presented at the annual convention of the Nebraska Speech-Language-Hearing Association, Kearney.
11. David, R., & Smith, B. (1987). Preparing for collaborative working. British Journal of Special Education, 14, 19-23.
12. Gerke, R.E. (1994). The dream team! A multi-level curriculum for developing a rural transdisciplinary team training model. Proceedings of the annual National Conference of the American Council on Rural Special Education (ACRES). (ERIC Reproduction Service No. ED 369 592)
13. Harn, W., Bradshaw, M., & Ogletree, B. (1999). The speech-language pathologist in the schools: Changing roles. Intervention in School and Clinic, 34, 163-169.
14. Hudson, P., & Glomb, N. (1997). If it takes two to tango, then why not teach both partners to dance? Collaboration instruction for all educators. Journal of Learning Disabilities, 30, 442-448.
15. Individuals with Disabilities Education Act Regulations, 34 C.F.R. § 300 & 303. (1999).
16. Korinek, L., & McLaughlin, V. (1996). Preprofessional preparation for interdisciplinary collaboration: The intervention assistance teaming project. Contemporary Education, 68, 41-44.
17. Koul, R.K., & Lloyd, L.L. (1994). Survey of professional preparation in augmentative and alternative communication (AAC) in speech-language pathology and special education programs. American Journal of Speech Language Pathology, 3, 13-22.
18. Light, J., & McNaughton, D. (1993). Literacy and augmentative and alternative communication (AAC): The expectations and priorities of parents and teachers. Topics in Language Disorders, 13(2), 33-46.
19. Lloyd, L. L., Fuller, D. R., & Arvidson, H. H. (Eds.). (1997). AAC:A handbook of principles and practices. Needham Heights, MA: Allyn & Bacon.
20. Lloyd, L.L., & Pufpaff, L. (1999). They said it couldn't be done, but we did it anyway. American Speech-Language-Hearing Association Augmentative and Alternative Communication Special Interest Division 12 Newsletter, 8, 8-11.
21. Locke, P.A., & Mirenda, P. (1992). Roles and responsibilities of special education teachers serving on teams delivering AAC services. Augmentative and Alternative Communication, 8, 200-214.
22. McCord, M.S., & Soto, G. (1998, August). Facilitating successful inclusion of students with AAC/AT needs in general education: A research study. Conference proceedings from the International Society for Augmentative and Alternative Communication (pp. 159-160). Dublin, Ireland: Ashfield.
23. Moore, S.M., Kovach, T.M., Donaldson, C.A., & McGann, A. (1998, August). Measuring effectiveness of professional preparation for AAC service delivery. Conference proceedings for the Eighth Biennial Conference of the International Society for Augmentative and Alternative Communication (pp. 108-109) Dublin, Ireland: Ashfield.
24. Quigney, T. (1998). Collaborative teacher training for special and general educators: Rational and recurring themes. B. C. Journal of Special Education, 21(3), 20-32.
25. Ratcliff, A. (1997, November). Rationale for preprofessional training in AAC. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Boston.
26. Ratcliff, A. (1999). Rationale for preprofessional training in AAC. American Speech-Language-Hearing Association Augmentative and Alternative Communication Special Interest Division 12 Newsletter, 8, 3-6.
27. Ratcliff, A., & Beukelman, D. (1995). Preprofessional preparation in augmentative and alternative communication: State-of-the-art report. Augmentative and Alternative Communication, 11, 61-73.
28. Salisbury, C.L., Evans, I.M., & Palombaro, M.M. (1997). Collaborative problem-solving to promote the inclusion of young children with significant disabilities in primary grades. Exceptional Children, 63, 195-209.
29. Soto, G. (1997). Special education teacher attitudes toward AAC: Preliminary survey. Augmentative and Alternative Communication, 13, 186-197.
30. Soto, G. (1999, November). Serving students with AAC needs in regular classrooms: Necessary skills. Paper presented at the annual convention of the American Speech-Language-Hearing Association, San Francisco.
31. Stuart, S. (1999). Service learning model for preprofessional preparation in AAC at New Mexico State University. American Speech-Language-Hearing Association Augmentative and Alternative Communication Special Interest Division 12 Newsletter, 8(1), 7.
32. Thompson, B., & Guess, D. (1989). Students who experience the most profound disabilities: Teacher perspectives. In F. Brown & D. H. Lehr (Eds.), Persons with profound disabilities: Issues and practices (pp. 3-41). Baltimore: Brookes.
33. Yoder, D.E. (1992, May). Dreams, schemes, teams, flying machines and persons with severe communication disabilities. In L. Kupper (Ed.), National Symposium on Effective Communication for Children and Youth with Severe Disabilities (pp. 301-306). McLean, VA: n.p.
34. Zangari, C., & Wasson, C.A. (1997). Service delivery and funding. In L. L. Lloyd, D. R. Fuller, & H. H. Arvidson (Eds.), AAC: A handbook of principles and practices (pp. 389-405). Needham Heights, MA: Allyn & Bacon.