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2.5: References

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    Bavelier, D., Newport, E. L., & Supalla, T. (2003). Children need natural languages, signed or spoken. Cerebrum, 6(4), 19–32.

    Beukelman, D., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Baltimore, MD: Brookes Publishing.

    Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino parents to support the multi-symbol message productions of their children who require AAC. Augmentative and Alternative Communication. 24(4), 323–338.

    Binger, C., Kent-Walsh, J., Ewing, C., & Taylor, S. (2010). Teaching educational assistants to facilitate the multi-symbol message productions of young students who require augmentative and alternative communication. American Journal of Speech Language Pathology, 19(2), 108–120.

    Binger, C., Maguire-Marshall, M., & Kent-Walsh, J. (2011). Using aided AAC models, recasts, and contrastive targets to teach grammatical morphemes to children who use AAC. Journal of Speech Language Hearing Research, 54(1), 160-176.

    Brown, C. (1954). My left foot. London: Secker & Warburg.

    Camarata, S. M., & Nelson, K. E. (2006). Conversational recast intervention with preschool and older children. In R. J. McCauley & M. E. Fey (Eds.), Treatment of language disorders in children (pp. 237–264). Baltimore, MD: Brookes.

    Creech, R. (1992). Reflections from a Unicorn. Greenville, NC: RC Publishing Co.

    Dale, P. S., Crain-Thoreson, C., Notari-Syverson, A., & Cole, K. (1996). Parent-child book reading as an intervention technique for young children with language delays. Topics in Early Childhood Special Education, 16(2), 213–235.

    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(2), 112–125.

    Ezell, H. K. & Justice, L. M. (2005). Shared storybook reading: Building young children's language and emergent literacy skills. Baltimore, MD: Brookes Publishing.

    Gallway, C., & Richards, B. J. (1994). Input and interaction in language acquisition. Cambridge, UK: Cambridge University Press.

    Gerken, L. A. (2008). Language development. San Diego, CA: Plural Publishing.

    Goossens', C., Crain, S., & Elder, P. (1992). Engineering the classroom environment for interactive symbolic communication: An emphasis on the developmental period 18 months to five years. Birmingham, AL: Southeast Augmentative Communication Conference Publications.

    Halle, J. W., Baer, D. M., & Spradlin, J. E. (1981). Teachers’ generalized use of delay as a stimulus control procedure to increase language use in handicapped children. Journal of Applied Behavior Analysis, 14(4), 389–409.

    Harris, K. R., Graham, S., & Mason, L. H. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35(7), 1–16.

    Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes Publishing.

    Harwood, K., Warren, S., & Yoder, P. (2002). The importance of responsivity in developing contingent exchanges with beginning communicators. In J. Reichle, D. Beukelman & J. Light (Eds.), Exemplary practices for beginning communicators (pp. 59-95). Baltimore: Brookes Publishing.

    Kent-Walsh, J., & Mcnaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21(3), 195–204.

    Kent-Walsh, J., Binger, C., & Hasham, Z. (2010). Effects of parent instruction on the symbolic communication of children using augmentative and alternative communication during storybook reading. American Journal of Speech Language Pathology, 19(2), 97–107.

    Koppenhaver, D., Yoder, D. E., Erickson, K. A., (2002) Waves of words. ISAAC Press.

    Light, J. (1988). Interaction involving individuals using augmentative and alternative communication systems: State of the art and future directions. Augmentative and Alternative Communication, 4(2), 66-82.

    Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(2), 137-144.

    Light, J., Binger, C., & Smith, A. K. (1994). Story reading interactions between preschoolers who use AAC and their mothers. Augmentative and Alternative Communication, 10(4), 255–268.

    Light, J., & Kelford Smith, A. (1993). Home Literacy Experiences of Preschoolers Who Use AAC Systems and of Their Nondisabled Peers. Augmentative and Alternative Communication, 9(1), 10–25.

    Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech Language Hearing Research, 49(2), 248-264.

    Newport, E. L., & Supalla, T. (2000). Sign language research at the millennium. In K. Emmorey and H. Lane (Eds.), The Signs of Language Revisited: An Anthology in Honor of Ursula Bellugi and Edward Klima. Mahwah, NJ: Lawrence Erlbaum Associates.

    Nelson, K. E., Camarata, S. M., Welsh, J., Butkovsky, L., & Camarata, M. (1996). Effects of imitative and conversational recasting treatment on the acquisition of grammar in children with specific language impairment and younger language-normal children. Journal of Speech Hearing Research, 39(4), 850-859.

    Porter, G. (2007). Pragmatic Organization Dynamic Display (PODD) communication books: Direct access templates (US letter paper version). Melbourne: Cerebral Palsy Education Centre.

    Romski, M. A., & Sevcik, R. A. (1996). Breaking the speech barrier: Language development through augmented means. Baltimore, MD: Brookes Publishing.

    Rosa-Lugo, L. I., & Kent-Walsh, J. (2008). Effects of parent instruction on communicative turns of Latino children using augmentative and alternative communication during storybook reading. Communication Disorders Quarterly, 30(1), 49–61.

    Scheeler, M. C., McAfee, J. K., Ruhl, K. L. & Lee, D. L. (2006). Effects of corrective feedback delivered via wireless technology on preservice teacher performance and student behavior. Teacher Education and Special Education, 29(1), 12–25.

    Sennott, S., & Niemeijer, D. (2008). Proloquo2Go (computer software). Amsterdam, NL: Assistiveware.

    Sennott, S., Light, J., & McNaughton, D. (2014). A meta-analysis of the effect of aided AAC modeling on the communication and language development of individuals with complex communication needs. Manuscript in preparation.

    Siegel, E., & Cress, C. (2002). Overview of the emergence of early AAC behaviors: Progression from communicative to symbolic skills. In J. Reichle, D. Beukelman, & J. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 25-57). Baltimore: Brookes Publishing.

    Smith, M., & Grove, N. (2003). Asymmetry in input and output for individuals who use augmentative and alternative communication. In J. Light, D. Beukelman, & J. Reichle (Eds.), Communicative competence of individuals who use augmentative and alternative communication. Baltimore, MD: Brookes Publishing.

    Snow, C. E., & Ferguson, C. A. (1978). Talking to children: Language input and acquisition. Cambridge, UK: Cambridge University Press.

    Stephenson, J. (2010). Book reading as an intervention context for children beginning to use graphic symbols for communication. Journal of Developmental and Physical Disabilities, 22(3) 257–271.

    Tomasello, M. (2003). Constructing a language. Cambridge, MA: Harvard University Press.

    Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552–59.

    This page titled 2.5: References is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Samuel Sennott, Sheldon Loman, Kristy Lee Park, Luis F. Pérez, Michael J. Kennedy, John Romig, & Wendy J. Rodgers (Portland State University Library) .