Values, Practice, Science, and AAC

Research and Practice for Persons with Severe Disabilities

Volumn 42, Issue 1, 2017, Pages 33-41

  Mirenda, Pat ^a  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

AAC modeling; augmentative and alternative communication; candidacy models; evidence based practice; iPad iPod; visual screen displays

Indexed keywords

EVIDENCE BASED PRACTICE CENTER; MODEL;

EID: 85014491382     PISSN: 15407969     EISSN: 21692408     Source Type: Journal    
DOI: 10.1177/1540796916661163     Document Type: Article

References (52)

1. Adkins T., Axelrod S., (2001). Topography-versus selection-based responding: Comparison of mand acquisition in each modality. The Behavior Analyst Today, 2, 259-266.
2. Alzrayer N., Banda D., Koul R., (2014). Use of iPad/iPods with individuals with autism and other developmental disabilities: A meta-analysis of communication interventions. Review Journal of Autism and Developmental Disorders, 1, 179-191.
3. Beukelman D., Hux K., Dietz A., McKelvey M., Weissling K., (2015). Using visual scene displays as communication support options for people with chronic, severe aphasia: A summary of AAC research and future directions. Augmentative and Alternative Communication, 31, 234-245.
4. Biklen D., (1990). Communication unbound: Autism and praxis. Harvard Educational Review, 60, 291-314.
5. Binger C., Light J., (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23, 30-43.
6. Blackstone S., (2004,). Other applications of VSDs: Beyond conversation. Augmentative Communication News, 16 (2), 13-14.
7. Cafiero J. M., (2001). The effect of an augmentative communication intervention on the communication, behavior, and academic program of an adolescent with autism. Focus on Autism and Other Developmental Disabilities, 16, 179-189.
8. Drager K. D. R., Light J., Speltz J., Fallon K., Jeffries L., (2003). The performance of typically developing 2 1/2-year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language, and Hearing Research, 46, 298-312.
9. Drager K. D. R., Postal V. J., Carrolus L., Castellano M., Gagliano C., Glynn J., (2006). The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. American Journal of Speech-Language Pathology, 5, 112-125.
10. Elder P., Goossens' C., (1994). Engineering training environments for interactive augmentative communication: Strategies for adolescents and adults who are moderately/severely developmentally delayed. Birmingham, AL: Southeast Augmentative Communication Conference Publications.
11. Elder P., Goossens' C., (1996). Communication overlays for engineering training environments: Overlays for adolescents and adults who are moderately/severely developmentally delayed. Solana Beach, CA: Mayer-Johnson.
12. Fallon K., Light J., Achenbach A., (2003). The semantic organization patterns of young children: Implications for. augmentative and alternative communication. Augmentative and Alternative Communication, 19, 74-85.
13. Frea W., Arnold C., Vittimberga G., (2001). A demonstration of the effects of augmentative communication on the extreme aggressive behavior of a child with autism within an integrated preschool setting. Journal of Positive Behavior Interventions, 3, 194-198.
14. Frost L., Bondy A., (2002). Picture Exchange Communication System training manual (2nd ed.). Newark, DE: Pyramid Education Products, Inc.
15. Goossens' C., (1989). Aided communication intervention before assessment: A case study of a child with cerebral palsy. Augmentative and Alternative Communication, 5, 14-26.
16. Goossens' C., Crain S., Elder P., (1992). Engineering the preschool environment for interactive, symbolic communication. Birmingham, AL: Southeast Augmentative Communication Conference Publications.
17. Goossens' C., Crain S., Elder P., (1994). Communication displays for engineered preschool environments: Books 1 and 2. Solana Beach, CA: Mayer-Johnson.
18. Harris M. D., Reichle J., (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities. American Journal of Speech-Language Pathology, 13, 155-167.
19. Kagohara D. M., van der Meer L., Achmadi D., Green V. A., O'Reilly M., Lancioni G.,. Sigafoos J., (2012). Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices. Research in Autism Spectrum Disorders, 6, 1224-1233.
20. Kagohara D. M., van der Meer L., Achmadi D., Green V., O'Reilly M. F., Mulloy A.,. Sigafoos J., (2010). Behavioral intervention promotes successful use of an iPod-based communication device by an adolescent with autism. Clinical Case Studies, 9, 328-338.
21. Kagohara D. M., van der Meer L., Ramdoss S., O'Reilly M. F., Lancioni G. E., Davis T. N.,. Sigafoos J., (2013). Using iPods and iPads in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34, 147-156.
22. Kangas K., Lloyd L., (1988). Early cognitive skills prerequisites to augmentative and alternative communication use: What are we waiting for? Augmentative and Alternative Communication, 4, 211-221.
23. Light J., Drager K., McCarthy J., Mellott S., Millar D., Parrish C.,. Welliver M., (2004). Performance of typically developing four- and five-year-old children with AAC systems using different language organization techniques. Augmentative and Alternative Communication, 20, 63-88.
24. Lilienfeld S., Marshall J., Todd J., Shane H., (2014). The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example. Evidence-Based Communication Assessment and Intervention, 8, 62-101.
25. Lorah E., Karnes A., Speight D. R., (2015). The acquisition of intraverbal responding using a speech generating device in school aged children with autism. Journal of Developmental and Physical Disabilities, 27, 557-568.
26. Lorah E., Parnell A., Whitby P., Hantula D., (2015). A systematic review of tablet computers and portable media players as speech generating devices for individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 3792-3804.
27. McKelvey M., Dietz A., Hux K., Weissling K., Beukelman D., (2007). Performance of a person with chronic aphasia using a visual scene display prototype. Journal of Medical Speech Language Pathology, 15, 305-317.
28. McKelvey M., Dietz A., Hux K., Weissling K., Beukelman D., (2010). Impact of personal relevance and contextualization on comprehension by people with chronic aphasia. American Journal of Speech Language Pathology, 19, 22-33.
29. McNaughton D., Light J., (2013). The iPad and mobile technology revolution: Benefits and challenges for individuals who require. augmentative and alternative communication. Augmentative and Alternative Communication, 29, 107-116.
30. Mukhopadhyay S., (2008). Understanding autism through rapid prompting method. Denver, CO: Outskirts Press.
31. National Joint Committee for the Communication Needs of Persons With Severe Disabilities. (1992). Guidelines for meeting the communication needs of persons with severe disabilities. Asha, 34 (Suppl. 7), 1-8.
32. National Joint Committee for the Communication Needs of Persons With Severe Disabilities. (2002). Access to communication services and supports: Concerns regarding the application of restrictive "eligibility" policies [Tech. Rep.]. Available from www.asha.org/njc
33. National Joint Committee for the Communication Needs of Persons With Severe Disabilities. (2003). Position statement on access to communication services and supports: Concerns regarding the application of restrictive "eligibility" policies [Position Statement]. Available from www.asha.org/njc
34. Owens R. Jr., House L., (1984). Decision-making processes in augmentative communication. Journal of Speech and Hearing Disorders, 49, 18-25.
35. Reichle J., Yoder D., (1985). Communication board use in severely handicapped learners. Language, Speech, and Hearing Services in Schools, 16, 146-157.
36. Robey R., (2004). A five-phase model for clinical-outcome research. Journal of Communication Disorders, 37, 401-411.
37. Romski M. A., Sevcik R. A., (1996). Breaking the speech barrier: Language development through augmented means. Baltimore, MD: Paul H. Brookes.
38. Romski M. A., Sevcik R. A., Adamson L. B., Cheslock M., Smith A., Barker R. M., Bakeman R., (2010). Randomized comparison of augmented and nonaugmented language interventions for toddlers with developmental delays and their parents. Journal of Speech, Language, and Hearing Research, 53, 350-364.
39. Romski M. A., Sevcik R. A., Pate J., (1988). Establishment of symbolic communication in persons with severe retardation. Journal of Speech and Hearing Disorders, 53, 94-107.
40. Romski M. A., Sevcik R. A., Robinson B., Bakeman R., (1994). Adult-directed communications of youth with mental retardation using the system for augmenting language. Journal of Speech, Language, and Hearing Research, 37, 617-628.
41. Savrock J., (2010, 30). New application "speaks" for people with communication disabilities. Penn State-News. Retrieved from http://news.psu.edu/story/167721/2010/04/30/new-application-speaks-people-communication-disabilities
42. Sennott S., (2011). An introduction to the special issue on new mobile AAC technologies. Perspectives on Augmentative and Alternative Communication, 20, 3-6.
43. Sennott S., Light J., McNaughton D., (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41, 101-115.
44. Shane H., Bashir A., (1980). Election criteria for the adoption of an augmentative communication system: Preliminary considerations. Journal of Speech and Hearing Disorders, 45, 408-414.
45. TASH. (2016). Resolution on the right to communicate. Retrieved from https://tash.org/about/resolutions/tash-resolution-right-communicate-2016/
46. Tincani M., Davis K., (2011). Quantitative synthesis and component analysis of single-participant studies on the Picture Exchange Communication System. Remedial and Special Education, 32, 458-470.
47. Tönsing K., (2016). Supporting the production of graphic symbol combinations by children with limited speech: A comparison of two AAC systems. Journal of Developmental and Physical Disabilities, 28, 5-29.
48. Tostanoski A., Lang R., Raulston T., Carnett A., Davis T., (2014). Voices from the past: Comparing the rapid prompting method and facilitated communication. Developmental Neurorehabilitation, 17, 219-223.
49. Travers J., Tincani M., Lang R., (2014). Facilitated communication denies people with disabilities their voice. Research and Practice for Persons with Severe Disabilities, 39, 195-202.
50. van der Meer L., Kagohara D., Achmadi D., Green V., Herrington C., Sigafoos S., (2011). Teaching functional use of an iPod-based speech-generating device to individuals with developmental disabilities. Journal of Special Education Technology, 26 (3), 1-11.
51. Wilkinson K., Romski M. A., Sevcik R., (1994). Emergence of visual-graphic symbol combinations by youth with moderate or severe mental retardation. Journal of Speech and Hearing Research, 37, 883-985.
52. Zangari C., Lloyd L., Vicker B., (1994). Augmentative and alternative communication: An historic perspective. Augmentative and Alternative Communication, 10, 27-59.