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References

References:

Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T.,…Wilkinson, K. (2016). Communication Services and Supports for Individuals with Severe Disabilities: Guidance for Assessment and Intervention. American Journal on Intellectual and Developmental Disabilities, 121(2). 121-138. Doi:10:1352/1944-7558-121.2.121

 

Browder, D. M., Lee, A., & Mims, P. (2011). Using Shared Stories and Individual Response Modes to Promote Comprehension and Engagement in Literacy for Students with Multiple, Severe Disabilities. Education and Training in Autism and Developmental Disabilities, 46(3) 339-351.

 

Bruce, S. (2005). The application of Werner and Kaplan’s concept of “distancing” to children who are deaf blind. Journal of Visual Impairment and Blindness, 99 (9).

 

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Coseby, J. & Johnston, S. (2006). Using a single-switch voice output communication aid to increase social access for children with severe disabilities in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 31, 144-156.

 

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Cress, C. (2014) Early differences in pre-intentional communication patterns between children with typical development and children with complex communication needs. Perspectives on Augmentative & Alternative Communication, 23 (4), 166.

 

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Mineo Mollica, B. (2003). Representational competence. In, J. Light, D. Beukelman & J. Reichle (Eds.) Communicative Competence for Individuals Who Use AAC, Baltimore: Paul Brookes. Rowland, C. Communication in the classroom for children with dual sensory impairments: Studies of teacher and child behavior. Augmentative and Alternative Communication, 1990, 6 (4), 262-274.

 

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Wilkinson, K. & Light, J. (2011). Preliminary investigation of visual attention to human figures in photographs: potential considerations for the design of aided AAC visual scene displays. Journal of Speech, Language and Hearing Research 54 1644-1657.