text:
in bottom row. Fixation durations on each trial. Added up multiple selections.
Number of fixations also recorded.
Bottom row less fixations than the rest.
Bottom 1-2 fixations per cell. Cf second at 5-6.

Put highest high freq symbols in 3 6  q10 11 (on a 4 by 4 grid(.  Place repetitive symbols in bottom row.

Also then did it for kids  age 4-5.

Accuracy Similar across all. Bottom row less good. Same again. Sustained attention relation to accuracy. },
    date-added = {2014-08-07 16:31:29},
    day = {21},
    file = {perrin_14_where_979440.pdf},
    institution = {ISAAC},
    keywords = {aac, access, eyegaze, isaac-129, isaac-2014, otaccess, willw, wwisaac},
    location = {Lisbon},
    month = jul,
    organization = {Laurentian University Canada},
    priority = {2},
    title = {{Where are we looking? Analyzing eye-movements during a symbol search task.}},
    url = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=129},
    year = {2014}
}

@inproceedings{citeulike:13318292,
    abstract = {{This presentation will outline the intervention process designed to promote the development of aided communication in a child with severe spastic-dystonic cerebral palsy, between 15 months and 6 years old,. Joel can't speak and has a very severe motor impairment that prevents any functional use of his hands and even compromises his cephalic control. Intelligence and understanding are considered appropriate for his age, and thus his needs in the field of communication and language as well as curricular learning are very demanding and have required a progressive and laborious adaptation of symbol systems, forms of access and communication aids. To encourage aided language development very different communicative activities and homework assignments were designed both in natural contexts (family, day care and later the school) and in structured intervention situations in the Early Childhood Development and Intervention Center (CDIAP). This intervention process was carried out from a global habilitation approach in the areas of communication and language, adapted play, positioning and curriculum development. The intervention was carried out by an intense networking work between the different professionals of the centers involved, the Early Childhood Development and Intervention Center, the center that specifically supports AAC and technical aids, the daycare and subsecuent school, as well the family. The presentation will be illustrated with videotaped examples of the different solutions that were adapted over time and of various desgined teaching and learning activities that were implemented.}},
    author = {Boix, Judit and Su\`{a}rez, Lola},
    booktitle = {ISAAC 2014},
    citeulike-article-id = {13318292},
    citeulike-attachment-1 = {boix_14_aided_979441.pdf; /pdf/user/acecentre/article/13318292/979441/boix_14_aided_979441.pdf; d4a51d6efb3d2802637764f0008323b42504bd1d},
    citeulike-linkout-0 = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=428},
    comment = {Judith boix.
Moved from e tran frame to egt. Moved fro. 4 words to comm boards with 110 word grouped by categories. 8 per page.
The colour encoding. 800 symbols. Pcs. Then onto a device with 920 words. Grid 2.
},
    date-added = {2014-08-07 16:31:29},
    day = {21},
    file = {boix_14_aided_979441.pdf},
    keywords = {access, eyegaze, isaac-2014, isaac-428, otaccess, willw, wwisaac},
    location = {Lisbon},
    month = jul,
    organization = {ISAAC},
    priority = {2},
    title = {{Aided communication development for a preschool child: from E-tran to an eye gaze communication device}},
    url = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=428},
    year = {2014}
}

@inproceedings{citeulike:13318291,
    abstract = {{Aim We wish to explore the use of electronic textiles for communication for individuals with severe disabilities through several related projects. The first will investigate a textile-based keyboard, combining the low cost and durability of low tech devices, with the added functions of more expensive technology. In the second, we focus on the problem of involuntary movement which often makes standard AAC devices unusable. We aim to detect functional intention amid hyperkinetic movement to inform existing access technologies. Methods A washable textile-based keyboard with a visual display, for use when more high-tech devices are impractical, has been tested in the lab for durability and usability. Additional features have been implemented, including layout customization and word prediction. For movement monitoring, we have first characterized potential sensor behavior for linear and single joint motion sensing. We will next extend these findings to the measure of full body motion, comparing results to standard movement monitoring technologies. Results Initial prototypes have been simple, fast and inexpensive to construct. Preliminary findings are promising, showing excellent results for durability and sensitivity of textile-based sensors in a variety of applications. Conclusion Although textile-based sensors in rehabilitation have traditionally been used in monitoring applications, they appear to have great potential in communication applications as well. Initial results warrant further research and technology development, with the goal of eventual testing of both technologies presented here with the target population.}},
    author = {Fleury, Amanda and Chau, Tom},
    booktitle = {ISAAC 2014},
    citeulike-article-id = {13318291},
    citeulike-attachment-1 = {fleury_14_enhancing_979442.pdf; /pdf/user/acecentre/article/13318291/979442/fleury_14_enhancing_979442.pdf; 713571654ff5b5f671619e69c0b2b77ad5c1d12a},
    citeulike-linkout-0 = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=145},
    comment = {Related to holland Bloorview. Conductive thread. Arduino. Lillypad. Wearabless. Stetchy material can measure body measures.
Lots of lit on monitoring applications.
So this stuff can measure phys signals with a high degree of accuracy.

Fabric keypad. Wanted a paper letter board with led display. Cheap. Quick to develop. Washable.

Testing. Used resistive touch for simplicity. Resistance decreases with pressure so can set force required for key press.

Simple phrase wearable device.

Hyperkinetic movement may have functional intent data. Parents can often read a child with cp - so what is that? Use a bunch of accelerometer s and you can detect.

What types of upper body movements can be found using phys data?

Looking a stretch conductive fabric. Develop a sensing shirt with sensors at joints.
},
    date-added = {2014-08-07 16:31:29},
    day = {22},
    file = {fleury_14_enhancing_979442.pdf},
    institution = {ISAAC},
    keywords = {access, hack, isaac-145, isaac-2014, otaccess, textiles, willw, wwisaac},
    location = {Lisbon},
    month = jul,
    priority = {2},
    school = {University of Toronto Canada},
    title = {{Enhancing communication in children with disabilities through the use of electronic textiles}},
    url = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=145},
    year = {2014}
}

@inproceedings{citeulike:13318290,
    abstract = {{This presentation reviews narrative language samples produced over an 8-year period by a student who uses a sophisticated speech generating device as her primary means of verbal expression. Fifty samples were obtained, representing two narrative genres, personal and script narratives. Data on structure, cohesion, and linguistic richness will be presented. Narrative language is a form of discourse that is inherently different from other types of interaction. It is the language of storytelling, whether those stories are from personal experiences or events that one has seen, heard about, or imagined. Though the use of various genres of narrative language is greatly affected by culture, the ability to construct narratives is an important skill in most traditions and one that develops gradually. It emerges from our experiences in play and conversation, grows in complexity, and reaches toward abstraction throughout our preschool and primary school years. Stories play an important role in social interaction and influence the ways in which we think about ourselves and the world around us. Consideration of narrative language is particularly important for school-aged children given the strong role it plays in academic success and communicative competence. Narrative development may pose specific problems for students who use AAC given that skills in this area are built on a foundation of dialogue, conversation, and play. Most students with AAC needs do not have a rich history of extended discourse when they first enter school, and their access to imaginative play routines may have been limited. Many had restricted access to AAC options which allowed them to generate language. Others struggled with physical access and/or word retrieval, making conversation challenging and tiresome. For these reasons, difficulties with narrative development should be anticipated and addressed via a thorough evaluation. Information gleaned from that evaluation should then be used to plan intervention and guide classroom instruction and/or remediation. Narrative language is complex and requires a significant amount of generative language. Because students at the beginning stages of communication may have higher priorities for assessment, narrative language evaluation may be deferred until the student has an appropriate means of using language for conversation. Students with the ability to use language to converse (with or without support) will benefit from narrative language assessment and should participate in periodic evaluations of their narrative skills throughout the school years. Information regarding the construction of narratives is important for clinicians who serve children who use AAC. As a group, these students are known to have significant difficulties in this area (e.g., e.g., Grove \& Tucker, 2003; Soto \& Hartmann, 2006; Waller et al, 2001), but little is known about how their narrative skills develop over time. There are three main areas to consider in assessing narrative abilities: structure, cohesion, and linguistic richness (Paul, 2001). An examination of the narratives of four students who use AAC (Soto \& Hartmann, 2006), identified elements that were problematic for these children. They also identified story elements that were either absent or insufficient. These included some of the most common aspects of storytelling, the character and setting, as well as episode structure and evaluative remarks. Additionally, they noted significant difficulties with coherence. Their findings are consistent with narrative problems identified in children with language impairments. In this population, researchers noted deficits in grammar and syntax, and identified deficiencies in narrative production include fewer total and different words, diminished use of cohesive devices, and difficulties with story grammar (Swanson, Fey, Mills \& Hood, 2005). Narratives can be assessed through tools such as the TNL (Gillam \& Pearson, 2004) or using informal measures, such language sample analysis. This presentation discusses narrative samples analyzed using the Narrative Assessment Profile (NAP; Bliss, McCabe, \& Miranda, 1998; McCabe \& Bliss, 2003). The NAP focuses on topic maintenance, event sequencing, explicitness, referencing, conjunctive cohesion, and fluency. In addition, Soto and her colleagues recommend analysis of: •Total of number of clauses, •Clausal density, •Cohesiveness at the sentence level and with respect to the larger narrative (i.e., story coherence, use of story grammar elements, organization and structure) (Soto, Yu, \& Kelso, 2008) This session discusses personal and script narratives created by a student who uses AAC. They were obtained over an 8-year period in second through 10th grades. The student has dysarthria secondary to cerebral palsy and uses a high tech speech generating device as her primary means of verbal expression. Fifty samples were obtained, representing two narrative genres, personal and script narratives. Data on structure and linguistic richness will be presented. Information regarding narrative elicitation strategies will be shared.}},
    author = {Zangari, Carole},
    booktitle = {ISAAC 2014},
    citeulike-article-id = {13318290},
    citeulike-attachment-1 = {zangari_14_development_979443.pdf; /pdf/user/acecentre/article/13318290/979443/zangari_14_development_979443.pdf; cbc2e7cb038a6d9d7a464224224c2cd92a66150c},
    citeulike-linkout-0 = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=217},
    comment = {Brianna. Cp. uses verbally. Maestro. Uses a variety of devices.

Collected narrative samples.
Attention issues.

We lack a base of normal language development.
Why track narrative language.
What is normal language development for a child with SIDS their whole life. Movement towards story telling is gradual. Initially provide support. Skills emerge as part of conversation.

Scaffolding. Conversational support. Historical. When?

Who? What happened first?
Script narratives.},
    date-added = {2014-08-07 16:31:29},
    day = {22},
    file = {zangari_14_development_979443.pdf},
    institution = {ISAAC},
    keywords = {aac, isaac-2014, isaac-217, willw, wwisaac},
    month = jul,
    priority = {2},
    school = {Nova Southeastern University},
    title = {{Development of Narrative Language in a Student Who Uses AAC}},
    url = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=217},
    year = {2014}
}

@inproceedings{citeulike:13318289,
    abstract = {{Children with severe speech and physical impairment (SSPI) often are significantly limited in their abilities to move, explore, interact, and play in the preschool environment. Along with accumulating evidence that motor development contributes to communication development and that delays in self-locomotion negatively affect future school performance, there is growing support that early intervention focusing on active exploration and problem solving promotes advancement of foundational skills across broad and lasting learning domains. To maximize participation and learning, every effort should be made to provide early movement and communication options that allow children with SSPI to do and experience what all children do and experience in preschool. We describe an intervention that is embedded within a carefully designed preschool program in which children with SSPI concurrently use hands-free support walkers and AAC systems during specified preschool activities. We introduce a range of considerations to guide selection and customization of hands-free support walkers to maximize function and allow children with SSPI to experience self-initiated upright mobility and gain access to activities, objects of interest, and interactions. We share video case examples demonstrating how various portable and stationary AAC tools are provided to support context-relevant communication as preschoolers move and play within the preschool environment. We discuss ways to monitor the impact of this approach on children's participation and progress across a range of learning foundations and desired outcomes. Children with the most severe levels of SSPI can experience movement, people, objects, and activities in ways that contribute to motivation, learning, achievement and fun!}},
    author = {Wright-Ott, Christine and McCollum-Franco, Joy and Hunt-Berg, Mary},
    booktitle = {ISAAC 2014},
    citeulike-article-id = {13318289},
    citeulike-attachment-1 = {wright-ott_14_movement_979444.pdf; /pdf/user/acecentre/article/13318289/979444/wright-ott_14_movement_979444.pdf; e4b73c8291562ba1b4a53304b85f40e7c9b43425},
    citeulike-linkout-0 = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=238},
    comment = {Link between self initiated movem:nt, communication and learning.

Typical toddler travels more than 39 football fields per day. But not just moving - problem solving etc.

On china infants who are bound lack a bunch of skills.
},
    date-added = {2014-08-07 16:31:29},
    day = {22},
    file = {wright-ott_14_movement_979444.pdf},
    institution = {ISAAC},
    keywords = {aac, access, isaac-2014, isaac-238, mobility, movement, otaccess, willw, wwisaac},
    location = {Lisbon},
    month = jul,
    organization = {ISAAC},
    priority = {2},
    publisher = {The Bridge School},
    title = {{Movement Matters!! Preschoolers with SSPI Use Hands-free Support Walkers to Move, Discover, Interact, and Learn}},
    url = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=238},
    year = {2014}
}

@inproceedings{citeulike:13318288,
    abstract = {{The purpose of this paper is to present current research on the use of visuals with individuals with autism, and to illustrate methods of expanding both speech and language development through unique visual strategies. Several visual tools and strategies will be presented in this paper, including: video modeling to promote speech development, color-coding to improve comprehension of wh-questions, and miscellaneous visual supports to improve social pragmatic skill development. Additionally, attendees will see video examples from the functional application of the tools described. Up to 50\% of the population of individuals with ASD have difficulty with language and communication and often fail to develop functional speech. Given the nature of the disability, those with ASD do not often benefit from traditional interactive spoken language environments. However, much evidence suggests that these individuals have relative strengths in visual processing. Specifically, research has demonstrated that (1) Persons with ASD tend to have relative strength in visual processing; (2) Persons with ASD often exhibit a preference for visual content and, (3) recent research indicates that they benefit from visually-based intervention strategies. Recent evidence suggests that capitalizing upon these interests, visual supports can be used to teach language and improve comprehension as well as expression in individuals with moderate to severe ASD (e.g., Shane \& Weiss-Kapp, 2007). Audience members will be challenged to think about visual supports in an expansive manner, far beyond simply requesting and protesting, and to use them with individuals with autism spectrum disorders (ASD) to harness communication skills.}},
    author = {Abramson, Jennifer},
    booktitle = {ISAAC 2014},
    citeulike-article-id = {13318288},
    citeulike-attachment-1 = {abramson_14_visual_979448.pdf; /pdf/user/acecentre/article/13318288/979448/abramson_14_visual_979448.pdf; 3038c3139e05f211a36e448ea38b1899fb811119},
    citeulike-linkout-0 = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=319},
    comment = {1 in 68 asd in us. Lang impairment one of the three diagnostic characteristics.

Use visuals heavily. Target communication broadly. 7 components of language.

Pres on Boston Facebook page.

Socially shared code - signs and symbols. Rule governed combinations. In contrast to using carrier phrases.

What language allows. To discuss items not available in the immediate environment.

Least to more symbolic: 3d photos and object proxies. - text. Transparency decreases.

Asd attracted to visual imfo well.
Imp skills:
Directives. Follow 1 step directives.
Growing research that video modelling is effective.
Looking like success is 80 PC in comparison with. 20 face to face.

Use a number of individuals so individual learns from others. Generalise.

Suggestion is to use video. Odellimg across school day. Eg hang coat up in class.

Showe a video of slt saying mum. Then student show a picture of mum. Then video again. He then says mum clearly. Then dad.

Static scene cues. A photo. See the scene. Show multiple steps by photos. first then visual schedule hd.

Noun element cue. A phot of a noun. Fat glass. Find fat glass. Shows photo then finds the fat glass out of 4 items.

Functional example. Pack your lunch. Both static scene and visual scene cues.
Teaching specific concepts with symbols. Asd deal much better with concrete graphics.

Some of these concepts they animated. Alp animated graphics. Once reaching that we can. kW start to use and teach generative language.
Sunscreen. In. The bag.  Use a static scene alongside the individual photos/symbols.

Expressive directives. "I want a sandwich".

Visual element displays for specific activities. "Topic displays".

Mr pot head demo. Symbol board on screen. Pointed at items. Eg colours. Hat. After selecting each item. He gets a video of the spoken word being said. Board maker Sdp.

\#\#\#Questions\#\#\#

Comprehension of yes no is not typically developed till two years.

Three question forms.

Always change the order of yes no on a device. Gotalk now. Can link to urls to link to a video " do you want to watch..,?"  Can also do video modelling with gotalk. Model,what they mean a lot.

Wh questions using colour coding for scaffolding. Where answers and questions green. Who red. Level 1  all same colour. 2. Show one diff answer (eg a where answer in the who question). Level 3. Colour coding faded.

Social pragmaticss. There is no quick dix. App look in my eyes. Conversation builder. But really need to generalise and use in natural env.
Turn taking. Asd don't like that. Show a turn taking display. Never say my turn and take toy away permanently. Becomes end. And they get oissed odd. Check it off at

Use video modelling again. This is how I open a door and knock. Show before opening door.

Fade the prompting towards just using a static scene cue.

Sharing pictures. Send me pictures to tell me about it. Video model for support worker on asking "hey wanna see my pictures". Show them then provide a visual timer. Alongside tis a text transcription.

Then build conversation around sharing pictures. Some activity boards. Make the whole thing a formula rather than an abstract conversation.

Use comm as a game. You listen. You speak. Do this 5 times then roll dice.

Spinner for conversations.

App. My pictures talk. Kid in story.

Social stories.

Transitions. Imagine you thought the talk was going to be only 10 mins.

Timers countdowns. First then displays.

The iOS 7 timer is great. Time timer app. Better alarm. Online egg timer.

First then schedules with embedded timers.

Schedules. Autism ate. Visual routine. First then hd.

Prepare individuals for what is about to occur. Use photoshop with a picture of child to put in doctors image. Etc.

Today tomorrow yesterday. Put on calendar and move everyday.
App smartnotebook.

Labelling. Use ipad to gain attention - so use camera to direct attention.
Commenting on emotions are tricky.
},
    date-added = {2014-08-07 16:31:29},
    day = {22},
    file = {abramson_14_visual_979448.pdf},
    keywords = {aac, aided-language, asd, autism\_asd, isaac-2014, isaac-319, visuals, willw, wwisaac},
    location = {Lisbon},
    month = jul,
    organization = {ISAAC},
    priority = {2},
    publisher = {Boston Children's Hospital},
    title = {{A Visual Smorgasbord: Unique uses of visuals to expand language abilities for individuals with ASD}},
    url = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=319},
    year = {2014}
}

@inproceedings{citeulike:13318287,
    abstract = {{Aim The aim of this project is to identify factors that seem to be essential for how children and adolescents are able to use gaze controlled systems to influence their environment. Experiences from parents, professionals and users are collected, analyzed and compiled. ¨ Method Questionnaires will be sent to relatives and professionals that have been involved in assessment of gaze controlled technology for children and adolescents with severe motor disorders in combination with communicative and/or cognitive impairments. The results are compiled as basic statistics. Additional, individual semi structured interviews will be done with key persons involved in the assessment for 10 children, who use a gaze controlled system, and for 5 children that did not receive a system, or have returned it. If possible, interviews will also be carried out with the children about their experiences using gaze controlled technology. The method Talking Mats® will then be used. Results At the conference, preliminary results from the questionnaires will be reported. Conclusion Gaze controlled systems is a relatively new technology. Assessment and implementation for children with multiple disabilities need specific competence, not yet acquired for all professionals working in the area of AAC and AT. There is a need for more knowledge of how and for what the children use their systems, and what factors might help during the assessment and implementation phase.}},
    author = {Holmqvist, Eva and Edsgard, Minna and Edvardsson, Linda N. and Thunberg, Gunilla},
    booktitle = {ISAAC 2014},
    citeulike-article-id = {13318287},
    citeulike-attachment-1 = {holmqvist_14_gaze_979445.pdf; /pdf/user/acecentre/article/13318287/979445/holmqvist_14_gaze_979445.pdf; fc67b4637a73b4ab12930c2aa47a3e71c9a31573},
    comment = {Ongoing study. For some is the only way of control.
What is the goal of. Gaze controlled system.
What are the factors for success?

Quant study. Questionnaires. 38 children. Semi structurd questionnaires. Talking mats too.

Most common diagnosis. Cp. then retts. Metabolic disease.

Cross sectional survey 31 questions. Yes no questions and some with alternative choices.

Anonymous. Relatives \& profs answered. In the end 17 returned from 20 sent.

4-19 yrs when assess done. 11 severely cognitive disorder. 11 very severe Moro disorders. So they couldn't be sure that they were understanding the questions.

Communicatin 15 out of 17.
3 use 4-7 times per week.
14 needed someone present all the time.
3 could do it independently but required support to prepare it.

Computer has been important tool in daily living. Tech problems for 15.
12 had to wait more than one month. 3 had to wait more than a year post assessment.

More time for tutoring. Long time between assessments and receiving needed. Hardware heavy.
},
    date-added = {2014-08-07 16:31:29},
    day = {23},
    file = {holmqvist_14_gaze_979445.pdf},
    institution = {ISAAC},
    keywords = {access, eyegaze, factors, isaac-2014, otaccess, willw, wwisaac},
    month = jul,
    organization = {ISAAC},
    priority = {2},
    school = {DART, Queen Silvia Children's Hospital Sweden},
    title = {{Gaze controlled systems for children with multiple disabilities - an evaluation}},
    year = {2014}
}

@inproceedings{citeulike:13318286,
    abstract = {{Mobile technologies (MT) have given a sharp rise to a consumer [rather than clinical] model for selecting AAC solutions. To determine impact of MT on the assessment process, data was collected following communication assessments at Boston Children's Hospital. Results from 18 months of data collection will be presented.}},
    author = {Caron, J. and Shane, H. and Costello, John},
    booktitle = {ISAAC 2014},
    citeulike-article-id = {13318286},
    citeulike-attachment-1 = {caron_14_mobile_979446.pdf; /pdf/user/acecentre/article/13318286/979446/caron_14_mobile_979446.pdf; ef1d8b9d05bd3c59aa7456acacb049f526d92b21},
    citeulike-linkout-0 = {http://www.childrenshospital.org/centers-and-services/augmentative-communication-program/downloads/app-and-clinical-feature-matching-handouts},
    citeulike-linkout-1 = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=view.php\&\#38;a=\&\#38;id=121\&\#38;type=1},
    comment = {Jessica goss el.
Study.

FEATUREE MATCHUNG at Boston children's website.
The AAC assessment is no longer the starting point. Majority of individual an a using iPads had acquired it prior before assessment. Basing decision on what they heard or read.

Change i distribution channels. More available. Parents more aware and involved. Bring equipment to the session. Even some developing their own apps.
Primary aim. What is the effect of mainstream mobile tech om the awareness and adoption on AAC assessment.

Availability of I devices
Awareness of...
Responses of clinicians.

Post hoc questionnaire.

D the questionnaire at the end of an assessment. Two pages. Very basic but meant to be successful.

7 slips. 1 Ot. Only team members who did evaluations as part of their primary job.

Approx half already owned. Almost 70 percent brought it to session. 899 people. Lots of school age. Percentage of ownership lowest in teens. 28' cp. 25 asd. 12 PC Down syndrome

Asd have largest ownership.

57 PC who came with a device had a AAC app.
54 largely prologo and touch chat type apps.

76 PC was adequate and recommend continued use. 81 PC suggested changes to it to make it functional.

Children's hospital.or/acp },
    date-added = {2014-08-07 16:31:29},
    day = {23},
    file = {caron_14_mobile_979446.pdf},
    institution = {ISAAC},
    keywords = {aac, apps, assessment, isaac-121, isaac-2014, mobile-devices, willw, wwisaac},
    location = {Lisbon},
    month = jul,
    organization = {ISAAC},
    priority = {2},
    publisher = {Boston Children's Hospital},
    title = {{Mobile Device and App Selection: Who's Driving the Decision Process?}},
    url = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=view.php\&\#38;a=\&\#38;id=121\&\#38;type=1},
    year = {2014}
}

@inproceedings{citeulike:13318285,
    abstract = {{This session will provide an in-depth look at occupational therapy's approach to the physical access assessment process for children with complex communication needs. The targeted goal of efficient, independent access to active participation in communication, computer use, academics, mobility \& leisure activities guides this approach. This multifaceted assessment process entails collection and synthesis of information relating to each child's unique sensory-motor abilities, vision, hearing, cognition, tone, seating and positioning. Goals for the child as well as environments in which they will be performed also need to be factored into the clinical decision making process. Once direct selection access options have been exhausted, switch access becomes the focus starting with control site identification, switch selection, switch placement and related accommodations resulting in ” functional switch use.” Using a switch for scanning access to communication devices requires considerable user demands and skills. Acquisition and mastery of these skills can be facilitated via a developmental progression of motivating switch activities in which the child builds confidence and success, prior to layering additional cognitive demands of language. Further focus on the progression of switch activities designed to develop motor patterns, success, and automaticity will follow. In-depth discussion of challenges of switch access to AAC devices will be discussed and highlighted through case studies with narrative and video.}},
    author = {Russell, Susanne and Buxton, Jennifer},
    booktitle = {ISAAC 2014},
    citeulike-article-id = {13318285},
    citeulike-attachment-1 = {russell_14_access_979447.pdf; /pdf/user/acecentre/article/13318285/979447/russell_14_access_979447.pdf; 90f4af47b1abb837a635bd91c4482d78db20ca73},
    citeulike-linkout-0 = {http://www.childrenshospital.org/\~{}/media/Centers\%20and\%20Services/Programs/A\_E/Augmentative\%20Communication\%20Program/ISAAC\%20RUSSELL\%20and\%20BUXTON\%20PDF1.ashx},
    citeulike-linkout-1 = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=view.php\&\#38;a=\&\#38;id=445\&\#38;type=1},
    date-added = {2014-08-07 16:31:29},
    day = {23},
    file = {russell_14_access_979447.pdf},
    keywords = {access, development, isaac-2014, isaac-445, otaccess, switch, switch-skills, willw, wwisaac},
    location = {Lisbon},
    month = jul,
    organization = {ISAAC},
    priority = {2},
    publisher = {Boston Children's Hospital},
    title = {{Access is the Key to AAC: Role of OT}},
    url = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=view.php\&\#38;a=\&\#38;id=445\&\#38;type=1},
    year = {2014}
}

@inproceedings{citeulike:13318284,
    abstract = {{The purpose of this study was to investigate the utility of Communication Scaffolding System-Sentence (CSS-S: Korean type AAC prediction system) by comparing the rate and accuracy of sentence generation between two types of communication boards, (a) application board and (b) prediction board which includes a sentence prediction function, across different age groups. Ninety-six participants (32 adults, 32 adolescents, and 32 children) were randomly assigned to one of two communication boards, application board and prediction board, controlling for age in each board. The experimental task consisted of thirty sentences and the participants were asked to select symbols to generate identically the target sentence presented on each screen board. In both rate and accuracy measures, significant differences were found among all age groups. This study suggests that the sentence prediction function of AAC device increases both speed and accuracy of sentence generation and it is more useful for children who use AAC. These findings support that the sentence prediction function should be provided at the early stages of AAC intervention}},
    author = {Jeong, Yu G. and Kim, Young T. and Yeon, Seok J. and Lee, Hyun J.},
    booktitle = {ISAAC 2014},
    citeulike-article-id = {13318284},
    citeulike-linkout-0 = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=view.php\&\#38;a=\&\#38;id=353\&\#38;type=1},
    date-added = {2014-08-07 16:31:29},
    day = {22},
    institution = {ISAAC},
    keywords = {access, accuracy, efficiency, isaac-2014, otaccess, speed, willw, word-prediction, wwisaac},
    location = {Lisbon},
    month = jul,
    priority = {2},
    school = {Ewha womans university, Korea},
    title = {{The effects of AAC sentence prediction function on speed and accuracy of sentence generation}},
    url = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=view.php\&\#38;a=\&\#38;id=353\&\#38;type=1},
    year = {2014}
}

@inproceedings{citeulike:13318283,
    abstract = {{This study examined the latency and accuracy measurements of five different augmentative and alternative (AAC) iPad applications by measuring the performance of typically developing adults using the apps to complete functional communication tasks. Five apps were selected following a systematic search of the iTunes Store and met inclusion criteria including capability to: synthesize speech, generate utterances using manufacturer-programmed individual whole words, pre-stored phrases, and spelling. Each participant completed ten experimental sessions. In each session, participants completed three functional communication tasks: navigating to a word, spelling a word, and constructing a phrase using manufacturer-programmed individual whole words. Each app was left in its manufacturer-programmed configuration and was not customized or altered. Minimal training was provided to the participants, consisting only of corrective feedback offered during the third session. In the current study, the correlations between the latency measurements and accuracy scores were calculated. The results indicated correlations of +0.66 for spelling tasks and +0.98 for phrase construction tasks. In conclusion, this study found that different apps have different levels of usefulness in word navigation, spelling and phrase construction, depending on the user preference.}},
    author = {Christensen, Laura and Mizuko, Mark and Hyppa-Martin, Jolene and Emmel, Brianna and Graydon, Lauren},
    booktitle = {ISAAC 2014},
    citeulike-article-id = {13318283},
    citeulike-attachment-1 = {christensen_14_comparison_979450.jpg; /pdf/user/acecentre/article/13318283/979450/christensen_14_comparison_979450.jpg; 2d7b8dfc9abe16a2f280a70b330d8735eb9ce8df},
    citeulike-linkout-0 = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=200},
    date-added = {2014-08-07 16:31:28},
    file = {christensen_14_comparison_979450.jpg},
    keywords = {access, accuracy, efficiency, isaac-2014, latency, mobile-devices, otaccess, speed, willw, wwisaac},
    month = jul,
    organization = {ISAAC},
    priority = {2},
    publisher = {University of Minnesota,Duluth},
    title = {{A Comparison of AAC Apps Across Accuracy and Latency Measures}},
    url = {http://openconf.faiddsolutions.com/modules/request.php?module=oc\_program\&\#38;action=summary.php\&\#38;id=200},
    year = {2014}
}

@article{citeulike:13317964,
    abstract = {Eight nonspeaking and eight nondisabled preschool children, 5 to 7 years of age, were studied with respect to phonologic abilities and literacy competence. The groups were matched for age and intellectual level. Both groups performed comparably on tests of phonologic awareness. The comparison group, however, scored higher than the disability group on the reading and writing tests, despite equal performance on phonologic tests. This difference between the groups fits with previous findings. On the other hand, it has been shown repeatedly among children without disabilities that phonologic awareness is highly predictive of literacy skills. This did not seem to hold for the nonspeaking children in this study. Explanations of the results were suggested including perceptual/cognitive limitations and limited interaction possibilities with the environment, resulting in limited acquaintance with print in a broad sense.},
    author = {Sandberg, Annika D. and Hjelmquist, Erland},
    citeulike-article-id = {13317964},
    citeulike-attachment-1 = {Phonological_awareness_and_literacy_in_nonspeaking_preschool_children_with_cerebral_palsy.pdf; /pdf/user/acecentre/article/13317964/979184/Phonological_awareness_and_literacy_in_nonspeaking_preschool_children_with_cerebral_palsy.pdf; b9b222d759dc5070f183a19dbd5260d2a3421285},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619612331277598},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619612331277598},
    date-added = {2014-08-07 11:13:31},
    day = {1},
    doi = {10.1080/07434619612331277598},
    file = {Phonological_awareness_and_literacy_in_nonspeaking_preschool_children_with_cerebral_palsy.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, literacy, phonological\_awareness},
    month = jan,
    number = {3},
    pages = {138--154},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Phonologic awareness and literacy abilities in nonspeaking preschool children with cerebral palsy},
    url = {http://dx.doi.org/10.1080/07434619612331277598},
    volume = {12},
    year = {1996}
}

@article{citeulike:12699723,
    abstract = {The successful use of augmentative and alternative communication (AAC) systems by young children rests on the child's ability to efficiently and accurately locate desired vocabulary. Typically, young children's vocabulary items are organized on communication boards or computer displays according to what seems logical to speech-language pathologists, teachers, and parents. It remains unclear, however, whether adult-generated vocabulary arrangements truly reflect the cognitive organization of young children who require AAC. There are few empirical data to describe how young children organize vocabulary, particularly more abstract linguistic concepts. In the current study, a graphic symbol arrangement task was used to investigate how 20 children between 4;0 and 5;11 years of age organized linguistic concepts. The children were asked to organize 42 pictures depicting various familiar vocabulary items that included nouns, verbs, descriptors, prepositions, pronouns, and question words. During and after the sorting task, the children were asked to talk about the rationales for their arrangements. Results indicated that they purposefully arranged an average of 40\% of vocabulary items, and tended to organize concrete items (e.g., nouns, action verbs) in pairs or small groups according to event schema. The children had greater difficulty organizing abstract items (e.g., prepositions) than concrete words (e.g., cookie). Implications for AAC interventions are discussed along with future research directions.},
    citeulike-article-id = {12699723},
    citeulike-attachment-1 = {_03_semantic_1054155.pdf; /pdf/user/acecentre/article/12699723/1054155/_03_semantic_1054155.pdf; 9910df3dfa0eeeaf55249ad48f8b4d2d9bf7cd4d},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/0743461031000112061},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/0743461031000112061},
    date-added = {2013-10-07 12:04:02},
    day = {1},
    doi = {10.1080/0743461031000112061},
    file = {_03_semantic_1054155.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, semantic\_organisation, vocabulary\_organisation, vocabulary\_selection},
    month = jan,
    number = {2},
    pages = {74--85},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {The Semantic Organization Patterns of Young Children: Implications for Augmentative and Alternative Communication},
    url = {http://dx.doi.org/10.1080/0743461031000112061},
    volume = {19},
    year = {2003}
}

@article{citeulike:12591789,
    abstract = {One of the greatest challenges facing augmentative and alternative communication (AAC) professionals is providing children with complex communication needs with access to the vocabulary that they need in order to develop mature language and literacy abilities. The purpose of this study was to analyze the vocabulary used by typically developing early-elementary children in the United States and New Zealand when they write about self-selected topics, in order to inform practices with children with complex communication needs. The children's writing samples were compared across school ages and countries. The school age comparisons highlighted the relatively restricted range of vocabulary used by children in the earliest stages of writing development, and the country comparisons revealed differences in core vocabulary. The findings of this study hopefully will assist AAC professionals as they engage in selecting, prioritizing, and organizing vocabulary to support written language development in children with complex communication needs.},
    author = {Clendon, Sally A. and Erickson, Karen A.},
    citeulike-article-id = {12591789},
    citeulike-attachment-1 = {clendon_08_vocabulary_917238.pdf; /pdf/user/acecentre/article/12591789/917238/clendon_08_vocabulary_917238.pdf; d9c814d05c15b81211cf005bcd18801a3668fcfd},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610802463999},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434610802463999},
    date-added = {2013-08-22 14:55:59},
    day = {1},
    doi = {10.1080/07434610802463999},
    file = {clendon_08_vocabulary_917238.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, language\_development, literacy, vocabulary, writing},
    month = jan,
    number = {4},
    pages = {281--293},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {The Vocabulary of Beginning Writers: Implications for Children with Complex Communication Needs},
    url = {http://dx.doi.org/10.1080/07434610802463999},
    volume = {24},
    year = {2008}
}

@article{citeulike:12591786,
    abstract = {
                Our purpose was to review evidence-based literacy instruction for children with severe speech impairment (SSI) who communicate with AAC. This review focuses on three issues important to researchers in this area: participant heterogeneity, assessment and instruction tasks, and research design. We found eight articles that reported attempts to teach phonological awareness and individual-word reading to a total of 26 children with SSI who used AAC. We evaluated these studies based on reporting of participant characteristics, assessment and instruction modifications, and the strength of research designs. We conclude by highlighting the need for standard assessments that can be used across studies, discussing strategies for facilitating meta-analyses, and suggesting the creation of an online database for researchers to share results on literacy instruction for this population.
            },
    author = {Michael Barker, R. and Saunders, Kathryn J. and Brady, Nancy C.},
    citeulike-article-id = {12591786},
    citeulike-attachment-1 = {michael_barker_12_reading_1041584.pdf; /pdf/user/acecentre/article/12591786/1041584/michael_barker_12_reading_1041584.pdf; 18cbe7a9fa698c689706296d655bd762559c2100},
    citeulike-linkout-0 = {http://dx.doi.org/10.3109/07434618.2012.704523},
    citeulike-linkout-1 = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3715742/},
    citeulike-linkout-2 = {http://view.ncbi.nlm.nih.gov/pubmed/22946991},
    citeulike-linkout-3 = {http://www.hubmed.org/display.cgi?uids=22946991},
    date-added = {2013-08-22 14:48:58},
    doi = {10.3109/07434618.2012.704523},
    file = {michael_barker_12_reading_1041584.pdf},
    issn = {1477-3848},
    journal = {Augmentative and alternative communication (Baltimore, Md. : 1985)},
    keywords = {aac, assessment, awareness, phonological, reading\_instruction, single\_subject\_design, toget},
    month = sep,
    number = {3},
    pages = {160--170},
    pmcid = {PMC3715742},
    pmid = {22946991},
    priority = {2},
    title = {Reading instruction for children who use AAC: considerations in the pursuit of generalizable results.},
    url = {http://dx.doi.org/10.3109/07434618.2012.704523},
    volume = {28},
    year = {2012}
}

@article{citeulike:12591770,
    abstract = {
                The motor disorder of 100 patients with severe psychiatric illness is described and the contribution of previous treatment, hospitalization and possible neurological disorder is considered. The conflict of paradigms between the concept that this motor disorder has two distinct aetiologies, psychiatric and neurological, and the concept that both motor and mental disorder are an expression of underlying cerebral disorder is discussed. An attempt is made to resolve this conflict by description of motor disorder without reference to neurological or psychiatric diagnosis.
            },
    author = {Rogers, D.},
    citeulike-article-id = {12591770},
    citeulike-attachment-1 = {rogers_85_motor_1041585.pdf; /pdf/user/acecentre/article/12591770/1041585/rogers_85_motor_1041585.pdf; 71e08267edd26c6fa36ccaadaa7398ff6831d86f},
    citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/2866007},
    citeulike-linkout-1 = {http://www.hubmed.org/display.cgi?uids=2866007},
    date-added = {2013-08-22 14:22:27},
    file = {rogers_85_motor_1041585.pdf},
    issn = {0007-1250},
    journal = {The British journal of psychiatry : the journal of mental science},
    keywords = {neurological\_motor\_disorder, psychiatric\_disorder, toget},
    month = sep,
    pages = {221--232},
    pmid = {2866007},
    priority = {2},
    title = {The motor disorders of severe psychiatric illness: a conflict of paradigms.},
    url = {http://view.ncbi.nlm.nih.gov/pubmed/2866007},
    volume = {147},
    year = {1985}
}

@article{citeulike:12591768,
    abstract = {
                Children in the United States who are English language learners characteristically do not exhibit the same levels of reading achievement as their peers. The article describes the development of English literacy in English language learners and the relationship between a child's second language (L2) and his or her native language (L1) in literacy development. It is organized first to consider the issue of language of instruction and language transfer, specifically the aspects of L1 literacy that appear to transfer to the second language (L2), English. It then discusses general principles for professionals working to optimize English literacy development in different models of literacy instruction for English language learners. We conclude that using the child's L1 provides the children with strong language and literacy skills in both languages.
            },
    author = {Restrepo, Maria Adelaida A. and Gray, Shelley},
    citeulike-article-id = {12591768},
    citeulike-attachment-1 = {restrepo_07_optimizing_1041586.pdf; /pdf/user/acecentre/article/12591768/1041586/restrepo_07_optimizing_1041586.pdf; 5956248382cea5987cfe7858ffc4e7560e0e7943},
    citeulike-linkout-0 = {http://dx.doi.org/10.1055/s-2007-967927},
    citeulike-linkout-1 = {http://view.ncbi.nlm.nih.gov/pubmed/17340380},
    citeulike-linkout-2 = {http://www.hubmed.org/display.cgi?uids=17340380},
    date-added = {2013-08-22 14:21:04},
    doi = {10.1055/s-2007-967927},
    file = {restrepo_07_optimizing_1041586.pdf},
    issn = {0734-0478},
    journal = {Seminars in speech and language},
    keywords = {biliteracy, english\_language\_learners, language\_transfer, literacy, toget},
    month = feb,
    number = {1},
    pages = {25--34},
    pmid = {17340380},
    priority = {2},
    title = {Optimizing literacy in English language learners.},
    url = {http://dx.doi.org/10.1055/s-2007-967927},
    volume = {28},
    year = {2007}
}

@article{citeulike:12591767,
    abstract = {
                This article discusses written language development in children with childhood apraxia of speech (CAS). Children with CAS are at risk for persistent reading and spelling disorder in addition to their spoken communication difficulties. The article highlights four factors that increase the risk of written language disorder in this population: (1) the nature of the speech disorder, (2) the presence of phonological awareness difficulties, (3) genetic risk factors, and (4) the negative impact of early reading difficulty on later written language development. The article suggests that traditional approaches used to target articulation in CAS may do little to develop skills that are critical to early literacy acquisition and stresses the importance of integrating speech, phonological awareness, and literacy goals for this population. Data presented from a pilot intervention study with three children with CAS aged 6 and 7 years highlight the potential benefit of an integrated phonological awareness approach to improve simultaneously speech, phonological awareness, and decoding ability. The need for further empirical evaluation of treatment approaches designed to improve the spoken and written language outcomes of children with CAS is emphasized.
            },
    author = {Gillon, Gail T. and Moriarty, Brigid C.},
    citeulike-article-id = {12591767},
    citeulike-attachment-1 = {gillon_07_childhood_1041587.pdf; /pdf/user/acecentre/article/12591767/1041587/gillon_07_childhood_1041587.pdf; 3e0bc83106a99b10221f1c19cbb712a3a68470c6},
    citeulike-linkout-0 = {http://dx.doi.org/10.1055/s-2007-967929},
    citeulike-linkout-1 = {http://view.ncbi.nlm.nih.gov/pubmed/17340382},
    citeulike-linkout-2 = {http://www.hubmed.org/display.cgi?uids=17340382},
    date-added = {2013-08-22 14:19:56},
    doi = {10.1055/s-2007-967929},
    file = {gillon_07_childhood_1041587.pdf},
    issn = {0734-0478},
    journal = {Seminars in speech and language},
    keywords = {apraxia, literacy, phonological\_awareness, toget, written\_language},
    month = feb,
    number = {1},
    pages = {48--57},
    pmid = {17340382},
    priority = {2},
    title = {Childhood apraxia of speech: children at risk for persistent reading and spelling disorder.},
    url = {http://dx.doi.org/10.1055/s-2007-967929},
    volume = {28},
    year = {2007}
}

@article{citeulike:12591763,
    abstract = {
                This article provides an overview of three important considerations when delivering evidence-based emergent literacy interventions: (1) treatment targets, (2) treatment techniques, and (3) treatment contexts. Treatment targets refer to the specific aspects of emergent literacy that clinicians address within their interventions and are organized into two broad areas: code-related skills and meaning-related skills. Specific targets within each skill area are identified. Treatment techniques refer to the specific clinical approaches used to address these targets. Using the scaffolding metaphor, we differentiate between use of high-support and low-support techniques for moving children along a continuum from dependence to independence. Treatment contexts refer to the location in which intervention is provided; prevalent contexts for provision of emergent literacy intervention include classroom-based, pull-out, and home-based (parent-implemented) interventions.
            },
    author = {Justice, Laura M. and Sofka, Amy E. and McGinty, Anita},
    citeulike-article-id = {12591763},
    citeulike-attachment-1 = {justice_07_targets_1041592.pdf; /pdf/user/acecentre/article/12591763/1041592/justice_07_targets_1041592.pdf; 6d1329d940dd490ff83a25af2dd8daf3ee2f1223},
    citeulike-linkout-0 = {http://dx.doi.org/10.1055/s-2007-967926},
    citeulike-linkout-1 = {http://view.ncbi.nlm.nih.gov/pubmed/17340379},
    citeulike-linkout-2 = {http://www.hubmed.org/display.cgi?uids=17340379},
    date-added = {2013-08-22 14:18:13},
    doi = {10.1055/s-2007-967926},
    file = {justice_07_targets_1041592.pdf},
    issn = {0734-0478},
    journal = {Seminars in speech and language},
    keywords = {alphabet\_knowledge, emergent\_literacy, intervention, phonological\_awareness, print\_awarenss, toget},
    month = feb,
    number = {1},
    pages = {14--24},
    pmid = {17340379},
    priority = {2},
    title = {Targets, techniques, and treatment contexts in emergent literacy intervention.},
    url = {http://dx.doi.org/10.1055/s-2007-967926},
    volume = {28},
    year = {2007}
}

@article{citeulike:9609578,
    abstract = {To obtain information from caregivers about their children's use of augmentative and alternative communication (AAC) strategies and techniques, caregivers of children with severe speech impairments (SSI) followed at a pediatric rehabilitation center were surveyed (n?=?110, 74\% response rate). Twenty-eight percent of caregivers reported that their children used nonsymbolic expressions only because their children were ?not ready? and/or were ?working on skills? for aided AAC use. Caregivers of these children would change the way their children communicate by giving them normal speech, providing more services or by altering their children's AAC use. Thirty-two percent of caregivers reported their children used aided AAC. All of the aided AAC users reportedly used their systems at school and/or work, but less than 66\% used their systems at home. Caregivers of these children would change their children's systems by making them more sophisticated, portable, or unbreakable. A small percentage (5\%) of caregivers reported that their children used speech as their only mode of communication despite their severe speech impairments.},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {9609578},
    citeulike-attachment-1 = {_91_children_1041597.pdf; /pdf/user/acecentre/article/9609578/1041597/_91_children_1041597.pdf; cb3150df816169de5be96d3149aeeb7e54b05821},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619112331275983},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619112331275983},
    date-added = {2013-08-22 13:53:25},
    day = {1},
    doi = {10.1080/07434619112331275983},
    file = {_91_children_1041597.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, children, demographic, family\_perspective, service\_delivery, survey, toget},
    month = jan,
    number = {4},
    pages = {248--255},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Children with severe speech impairments: caregiver survey of AAC use},
    url = {http://dx.doi.org/10.1080/07434619112331275983},
    volume = {7},
    year = {1991}
}

@article{citeulike:12591750,
    abstract = {This paper presents a state-of-the-art discussion of communication intervention for persons with profound disabilities in Sweden. The purpose of the paper is to relate communication intervention to levels of prevention in the perspective of three decades of normalization and integration. Research papers and clinical papers by Swedish authors on communication intervention with persons with profound disabilities are reviewed. The discussion focuses on the assessment, goals/objectives, and intervention methods for secondary and tertiary prevention. Areas of future research are discussed.},
    citeulike-article-id = {12591750},
    citeulike-attachment-1 = {_95_communication_1041598.pdf; /pdf/user/acecentre/article/12591750/1041598/_95_communication_1041598.pdf; f4fe7fa4d0d65d5cf7a39eec9057d884dcd20faf},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619512331277139},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619512331277139},
    date-added = {2013-08-22 13:50:56},
    day = {1},
    doi = {10.1080/07434619512331277139},
    file = {_95_communication_1041598.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, intervention, levels\_of\_prevention, profound\_disabilities, sweden, toget},
    month = jan,
    number = {1},
    pages = {49--59},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Communication intervention for persons with profound disabilities: A swedish perspective},
    url = {http://dx.doi.org/10.1080/07434619512331277139},
    volume = {11},
    year = {1995}
}

@article{citeulike:12591739,
    abstract = {Augmentative Communication and Empowerment Supports (ACES), a unique approach to augmentative communication mastery and empowerment for adults with significant physical and speech disabilities, is described. In addition, the results of a questionnaire developed to measure participants' outcomes are reported for those participants who attended ACES between 1990 and 1992. After a 2-week immersion program and 1 year of follow-up training and supports, most of the 17 adults who responded to a questionnaire reported that learning to use a communication device had substantially helped them in many of the major life activities such as communication, maintaining a source of income, and acquiring new skills. The scope of communication was quite broad, including communicating with unfamiliar people, in a group; on the telephone; writing; giving formal presentations; and engaging in a wide range of advocacy. Based on this data, ?best practices? in augmentative and alternative communication (AAC) are described as well as major issues still facing people with significant physical and speech disabilities.},
    citeulike-article-id = {12591739},
    citeulike-attachment-1 = {_95_augmentative_1054076.pdf; /pdf/user/acecentre/article/12591739/1054076/_95_augmentative_1054076.pdf; e2299eabf73ebcff76ab4dbb8ae89052989cdb5e},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619512331277169},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619512331277169},
    date-added = {2013-08-22 13:41:48},
    day = {1},
    doi = {10.1080/07434619512331277169},
    file = {_95_augmentative_1054076.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, adults, aided\_communication, communication\_competence, efficacy, empowerment, intervention, service\_delivery, toget, users\_perspective},
    month = jan,
    number = {2},
    pages = {79--88},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Augmentative communication and empowerment supports: A look at outcomes},
    url = {http://dx.doi.org/10.1080/07434619512331277169},
    volume = {11},
    year = {1995}
}

@article{citeulike:4027142,
    abstract = {In cooperation with the Pennsylvania Assistive Technology Center of Harrisburg, a survey was conducted to gain information about families of adolescents and young adults between the ages of 13 to 21 years who use assistive devices to overcome severe speaking and writing impairments. The purpose of this study was to identify the needs, priorities, and preferences of mothers and fathers of older children for assistive devices and technology services. A total of 132 parents (i.e., 85 mothers and 47 fathers) representing 97 families responded to the survey. Results were analyzed using descriptive statistics. Both mothers and fathers expressed priority needs for increasing knowledge of assistive devices and planning for future communication needs. Among the mothers' other priorities were needs for having social opportunities for the AAC adolescent with nonhandicapped peers, integrating assistive devices in the community, and having social opportunities for the AAC adolescent with other assistive device users. Fathers indicated needs for knowing how to maintain or repair an assistive device, integrating assistive devices at home, integrating assistive devices in educational settings, knowing how to program an assistive device, and getting computer access for their AAC adolescent. The importance of needs assessment is discussed and implications for family-based assessment and intervention practices in AAC are addressed.},
    citeulike-article-id = {4027142},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619612331277438},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619612331277438},
    date-added = {2013-08-22 13:38:49},
    day = {1},
    doi = {10.1080/07434619612331277438},
    journal = {Augment Altern Commun},
    keywords = {aac, adolescents, assistive\_devices, family\_issues, professional\_preparation, service\_delivery, toget, young\_adults},
    month = jan,
    number = {1},
    pages = {13--22},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Family perspective on augmentative and alternative communication: families of adolescents and young adults},
    url = {http://dx.doi.org/10.1080/07434619612331277438},
    volume = {12},
    year = {1996}
}

@article{citeulike:2798743,
    abstract = {The present survey shows that in 1991?1992 there were 72 children, 37 adolescents, and 107 adults with cerebral palsy in Scotland who used some form of an augmentative and alternative communication (AAC) system. Among these, 61\% were males and 39\% were females. There has been a substantial increase in the use of AAC systems over the last 3 years and, indeed, over 50\% of users have had their AAC systems no longer than 1 year. The AAC systems identified in this study were broadly divided into low-technology and high-technology systems. Although the data show a tremendous increase in the use of high-technology systems, the low-technology systems still accounted for more than 50\% of all AAC systems used at present. There were a variety of methods of access both with low- and high-technology systems, indicating that a considerable proportion of users must rely on methods of access other than hand pointing. The majority of high-technology systems had voice output and all of the low-technology systems required listener interpretation (reading) of the message. It is important that, in addition to AAC systems, the users employed both their own idiosyncratic forms of nonverbal communication as well as other, more formalized, symbolic systems. Although the findings indicate that the great majority of users employed their AAC systems both in formal and informal situations, more investigations are necessary to establish why 22.2\% of users employed their AAC systems only in formal (i.e., therapy and school) contexts.},
    author = {Murphy, Joan and Markov\'{a}, Ivana and Moodie, Eleanor and Scott, Janet and Boa, Sally},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {2798743},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619512331277119},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619512331277119},
    date-added = {2013-08-22 13:35:18},
    day = {1},
    doi = {10.1080/07434619512331277119},
    journal = {Augment Altern Commun},
    keywords = {aac, access, cerebral\_palsy, communication\_modes, demographic\_survey, intelligibility, output, toget},
    month = jan,
    number = {1},
    pages = {26--36},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Augmentative and alternative communication systems used by people with cerebral palsy in Scotland: Demographic survey},
    url = {http://dx.doi.org/10.1080/07434619512331277119},
    volume = {11},
    year = {1995}
}

@article{citeulike:12322128,
    citeulike-article-id = {12322128},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619512331277229},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619512331277229},
    date-added = {2013-08-22 13:28:16},
    day = {1},
    doi = {10.1080/07434619512331277229},
    journal = {Augment Altern Commun},
    keywords = {aac, communicative\_competence, language\_development, linguistic\_competence, literacy, operational\_competence, research-priorities, social\_competence, strategic\_competence, toget},
    month = jan,
    number = {2},
    pages = {131--134},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Research priorities in augmentative and alternative communication},
    url = {http://dx.doi.org/10.1080/07434619512331277229},
    volume = {11},
    year = {1995}
}

@article{citeulike:12591724,
    abstract = {This paper deals with the problem of sustainable augmentative and alternative communication (AAC) implementation within a developing country context. The dialogical model developed by Bergson is used to identify the two major components in intervention, that is, the intellectualized level of knowledge that refers to the logical application of AAC systems and the experiential level of attitudes and social structures within a community. Attempts at implementation of a dialogical AAC strategy are discussed by using a case study approach to training and implementation at the Centre for Augmentative and Alternative Communication at the University of Pretoria, South Africa. Some provisional conclusions on the implementation of a dialogically orientated AAC strategy are made that refer to appropriate technology and the redefinition of AAC strategies within a particular context. Finally, it is stressed that, as a human strategy, implementation should not be based on either intellectualization or intuition or experience but should be the result of synthesis in consciousness. Implementation based on intellectualization alone dehumanizes while implementation based on experience or intuition alone is haphazard and irresponsible.},
    citeulike-article-id = {12591724},
    citeulike-attachment-1 = {_96_augmentative_1041609.pdf; /pdf/user/acecentre/article/12591724/1041609/_96_augmentative_1041609.pdf; 57fd28cd0c68a77481e8a8cf3de3320fa19a7d64},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619612331277428},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619612331277428},
    date-added = {2013-08-22 13:21:51},
    day = {1},
    doi = {10.1080/07434619612331277428},
    file = {_96_augmentative_1041609.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, developing\_countries, dialogical\_model, implementation, toget},
    month = jan,
    number = {1},
    pages = {1--12},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Augmentative and alternative communication in developing countries: challenge of the future},
    url = {http://dx.doi.org/10.1080/07434619612331277428},
    volume = {12},
    year = {1996}
}

@article{citeulike:12136548,
    abstract = {Providing recommendations for augmentative and alternative communication (AAC) devices is a standard component of an augmentative communication specialist's job responsibilities. This study was designed to determine the outcome of AAC equipment recommendations made by speech-language pathologists as part of a rehabilitation technology team. A questionnaire was mailed to 112 former patients who had been evaluated within a 6-year time span. Information requested included timeliness of device acquisition, funding source, amount of training, frequency of use, and satisfaction with the device. Seventy-six questionnaires were returned and provided sufficient information for analysis. Demographic data were compiled and chisquare analyses were computed. Patients were grouped according to four medical diagnostic categories: cerebral palsy, traumatic brain injury, stroke/neurologic diseases, and other disabilities. They ranged in age from 3 to 79 years. Results revealed 71\% of the respondents received devices. Third-party payers funded 81\% of these devices. Significant differences were found between funding source and type of device funded, system use and diagnosis, and satisfaction level based on patient group (inpatient, outpatient, or day students).},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {12136548},
    citeulike-attachment-1 = {_94_consumer_1041608.pdf; /pdf/user/acecentre/article/12136548/1041608/_94_consumer_1041608.pdf; b37e119238101982c16e262f95892c6b90e85c65},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619412331276890},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619412331276890},
    date-added = {2013-08-22 12:44:50},
    day = {1},
    doi = {10.1080/07434619412331276890},
    file = {_94_consumer_1041608.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, consumer, funding, questionnaire, service\_delivery, technology, toget, users\_perspective, voice\_output\_communication\_aid},
    month = jan,
    number = {3},
    pages = {184--190},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Consumer response to AAC devices: Acquisition, training, use, and satisfaction},
    url = {http://dx.doi.org/10.1080/07434619412331276890},
    volume = {10},
    year = {1994}
}

@article{citeulike:12591698,
    abstract = {The demographic composition of the United States is changing as the country becomes more culturally diverse. Children who use augmentative and alternative communication (AAC) belong to all cultural groups. Therefore, we need to obtain information about culturally appropriate service delivery to children needing speech-language services including AAC users. The purpose of this paper is to provide methods of viewing cultural aspects of AAC. A definition and description of cultural development are given followed by a cultural perspective of the development of language. A communicative competency model and an ethnographic interviewing and observational tool are described and recommended as proposed ways of gathering specific information about the culture of individual AAC users. Insights toward an understanding of cultural communicative competence for AAC users are also presented. In this paper, some practical applications are summarized for practitioners working in the field.},
    author = {Hetzroni, Orit and Harris, Ovetta},
    citeulike-article-id = {12591698},
    citeulike-attachment-1 = {hetzroni_96_cultural_1041607.pdf; /pdf/user/acecentre/article/12591698/1041607/hetzroni_96_cultural_1041607.pdf; d98b72bd14d4669e5d7e7d0e439d1857b7a1fed4},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619612331277488},
    citeulike-linkout-1 = {http://www.ingentaconnect.com/content/apl/taac/1996/00000012/00000001/art00007},
    date-added = {2013-08-22 12:41:42},
    doi = {10.1080/07434619612331277488},
    file = {hetzroni_96_cultural_1041607.pdf},
    issn = {0743-4618},
    journal = {Augmentative \&\#38; Alternative Communication},
    keywords = {aac, communicative\_competence, culture},
    month = mar,
    pages = {52--58},
    priority = {2},
    publisher = {Informa Healthcare},
    title = {Cultural aspects in the development of AAC users},
    url = {http://dx.doi.org/10.1080/07434619612331277488},
    year = {1996}
}

@article{citeulike:12591696,
    abstract = {
                A good understanding of the needs, desires, and capabilities of individuals with disabilities is critical if rehabilitation workers are to promote optimum quality of life. This survey was undertaken to determine the needs of a population of adults with disabilities as a result of neurological trauma or disease. We looked at communication, seating, mobility, environmental control, education, and leisure. Consideration of assistive technology's role in meeting these needs was achieved by an experienced Technology Access Team comprising a physiotherapist, occupational therapist, and speech pathologist in screening consenting residents. The initial needs survey identified that 37\% of clients in the study had problems with verbal communication, 62\% with cognition, and 52\% with seating. Assessments for electric wheelchairs were required by 21.5\% of clients while 30.7\% had problems with hand function for accessing. Further assessment for equipment and/or training was recommended in 123 (70\%) of the 163 participants. These findings have implications for management, including raising awareness of technology's benefits. There are also implications regarding staff knowledge and specialist skills required to identify needs and technological solutions. Preliminary recommendations await validation as individual's requirements are further investigated.
            },
    author = {Fisher, P. and Toczek, M. and Seeger, B. R.},
    citeulike-article-id = {12591696},
    citeulike-attachment-1 = {fisher_93_technology_1041610.pdf; /pdf/user/acecentre/article/12591696/1041610/fisher_93_technology_1041610.pdf; cf5e4da594c45c860a072768994adf3369ea5ab7},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/10400435.1993.10132215},
    citeulike-linkout-1 = {http://view.ncbi.nlm.nih.gov/pubmed/10171982},
    citeulike-linkout-2 = {http://www.hubmed.org/display.cgi?uids=10171982},
    date-added = {2013-08-22 12:36:51},
    doi = {10.1080/10400435.1993.10132215},
    file = {fisher_93_technology_1041610.pdf},
    issn = {1040-0435},
    journal = {Assistive technology : the official journal of RESNA},
    keywords = {assistive-technology, needs\_survey},
    number = {2},
    pages = {106--118},
    pmid = {10171982},
    priority = {2},
    title = {Technology for people with disabilities: a survey of needs.},
    url = {http://dx.doi.org/10.1080/10400435.1993.10132215},
    volume = {5},
    year = {1993}
}

@article{citeulike:12591695,
    abstract = {There can be little doubt that effective communication is of crucial relevance to the quality of life of individuals with learning disabilities. What is much less certain is how 'effective communication' is defined, still less how it can be maximised. However, there has been considerable progress towards understanding the dual nature of communication difficulty; the intrinsic nature of an individual's communication and the extrinsic factors which influence communication experience in profound ways. This paper will discuss the development of communication skills in this context, outlining the essential components of a strategy for communication development. It will highlight the importance of a multidisciplinary approach to addressing the communication needs of adults with learning disabilities. It will stress the need for agreed standards and procedures, careful co-ordination between health and social service agencies, and on-going monitoring of service provision. Too often, too little has been provided on an ad hoc basis, with little concern for an overall strategy. Progressive services incorporate an agreed strategy on how to build communication skills for all services users, in the same way that strategies on housing or employment might be formulated. Communication development can only succeed on this basis.},
    author = {van der Gaag, Anna},
    citeulike-article-id = {12591695},
    citeulike-attachment-1 = {van_der_gaag_98_communication_1041599.pdf; /pdf/user/acecentre/article/12591695/1041599/van_der_gaag_98_communication_1041599.pdf; 0cba81f96da8e7090421cfa0e39d6b163f0468cf},
    citeulike-linkout-0 = {http://dx.doi.org/10.1111/j.1468-3156.1998.tb00057.x},
    date-added = {2013-08-22 12:32:10},
    day = {1},
    doi = {10.1111/j.1468-3156.1998.tb00057.x},
    file = {van_der_gaag_98_communication_1041599.pdf},
    journal = {British Journal of Learning Disabilities},
    keywords = {adult, communication, learning\_disability, quality\_of\_life, service\_provision},
    month = sep,
    number = {3},
    pages = {88--93},
    priority = {2},
    publisher = {Blackwell Publishing Ltd},
    title = {Communication Skills and Adults with Learning Disabilities: Eliminating Professional Myopia},
    url = {http://dx.doi.org/10.1111/j.1468-3156.1998.tb00057.x},
    volume = {26},
    year = {1998}
}

@article{citeulike:12591690,
    abstract = {This paper describes a participant observation approach to exploring choice making by people with an intellectual disability in three different home settings??a private family home, a community group home and an independent living situation. It identifies some of the factors which affect choice making, including experience at making choices, routines, the role of support people, and communication. The paper illustrates these factors with examples from the different settings. Finally, it provides practical suggestions for service providers to increase the involvement of people with an intellectual disability in choice making situations.},
    author = {Rawlings, Meredith and Dowse, Leanne and Shaddock, Anthony},
    citeulike-article-id = {12591690},
    citeulike-attachment-1 = {rawlings_95_increasing_1041602.pdf; /pdf/user/acecentre/article/12591690/1041602/rawlings_95_increasing_1041602.pdf; 6ff3185cfbb5b8beb8f3ef8d66ca817dd2cfaf54},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/0156655950420205},
    citeulike-linkout-1 = {http://www.tandfonline.com/doi/abs/10.1080/0156655950420205},
    date-added = {2013-08-22 12:26:40},
    day = {1},
    doi = {10.1080/0156655950420205},
    file = {rawlings_95_increasing_1041602.pdf},
    journal = {International Journal of Disability, Development and Education},
    keywords = {choice\_making, intellectual\_disability},
    month = jan,
    number = {2},
    pages = {137--153},
    priority = {2},
    publisher = {Routledge},
    title = {Increasing the Involvement of People with an Intellectual Disability in Choice Making Situations: A Practical Approach},
    url = {http://dx.doi.org/10.1080/0156655950420205},
    volume = {42},
    year = {1995}
}

@article{citeulike:12591684,
    abstract = {ABSTRACT In the context of normalisation and rights recognition, capacity for decision-making by people with an intellectual disability has emerged as an important but potentially contentious issue. Although increased community integration has opened up many new options, opportunities for greater autonomy are still unnecessarily constrained. Perceptions of limited competence, the issue of who has control over choices, and organisational structures are some of the factors which influence the extent to which clients are able to make decisions. This paper argues that, in order to resolve these issues, decision-making by people with an intellectual disability should be studied within the broader context of psychological theories of decision-making and human behaviour. Theoretical findings are reviewed and areas identified in which decision-making behaviour may break down. The relevance of theoretical research to issues of competence and empowerment, and to the small body of research on decision-making and choice by people with an intellectual disability is discussed. It is concluded that future research should focus on contextual variables, including the nature of the decision to be made, which affect decision-making competence in people with an intellectual disability.},
    author = {Jenkinson, Josephine C.},
    citeulike-article-id = {12591684},
    citeulike-attachment-1 = {jenkinson_93_who_1041604.pdf; /pdf/user/acecentre/article/12591684/1041604/jenkinson_93_who_1041604.pdf; b74b6f7927f34a1c1fe3345c68c42c4ea51803a7},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/02674649366780351},
    citeulike-linkout-1 = {http://www.tandfonline.com/doi/abs/10.1080/02674649366780351},
    date-added = {2013-08-22 12:21:27},
    day = {1},
    doi = {10.1080/02674649366780351},
    file = {jenkinson_93_who_1041604.pdf},
    journal = {Disability, Handicap \& Society},
    keywords = {decision\_making, intellectual\_disability, rights},
    month = jan,
    number = {4},
    pages = {361--375},
    priority = {2},
    publisher = {Routledge},
    title = {Who Shall Decide? The Relevance of Theory and Research to Decision-making by People with an Intellectual Disability},
    url = {http://dx.doi.org/10.1080/02674649366780351},
    volume = {8},
    year = {1993}
}

@article{citeulike:12591672,
    abstract = {Recently, the use of a model of normal language acquisition has been questioned in terms of its application to the study of language acquisition in children with little or no functional speech. These children, particularly those with severe motoric challenges, may exhibit atypical patterns in their language development. The need to examine other developmental theories sensitive to these potential unique patterns is warranted, and the purpose of this study was to conduct such an investigation. Specifically, Vygotsky's concept of the ?Zone of Proximal Development? (ZPD) was used in conjunction with a normal model to develop methodology appropriate to the longitudinal study of language acquisition in a young child with cerebral palsy. Over a 10-month period, the child was engaged in collaborative interaction with an adult partner providing structured guidance (i.e., prompts) to elicit certain prelinguistic communicative functions. Overall, findings indicated an increase in the frequency of the child's communicative function initiations with the adult partner across time. These results were interpreted as evidence for the child's progression through the ZPD.},
    citeulike-article-id = {12591672},
    citeulike-attachment-1 = {_94_application_1041606.pdf; /pdf/user/acecentre/article/12591672/1041606/_94_application_1041606.pdf; 38b6d6d4086597c2d7d9e22fd0bcf8b5adc2f988},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619412331276860},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619412331276860},
    date-added = {2013-08-22 12:10:48},
    day = {1},
    doi = {10.1080/07434619412331276860},
    file = {_94_application_1041606.pdf},
    journal = {Augment Altern Commun},
    keywords = {cerebral-palsy, language\_acquisition, vygotskian\_theory},
    month = jan,
    number = {3},
    pages = {151--160},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Application of Vygotskian developmental theory to language acquisition in a young child with cerebral palsy},
    url = {http://dx.doi.org/10.1080/07434619412331276860},
    volume = {10},
    year = {1994}
}

@article{citeulike:12591669,
    abstract = {This study examined the use of a naturalistic time delay strategy and a carefully graded discrimination sequence to teach requesting of high interest leisure activities by a student with severe and multiple disabilities. The student was taught to request a preferred item or activity by reaching for and touching a tangible symbol. A multiple probe design was used to demonstrate that requesting selected items and activities was successfully taught during a nine school-week program. At the completion of teaching, the student was able to request in response to expectant time delay and the presence of the desired item. Implications for programming and instruction in the cross-curriculum area of communication are discussed and suggestions offered for further research.},
    citeulike-article-id = {12591669},
    citeulike-attachment-1 = {_94_establishing_1041613.pdf; /pdf/user/acecentre/article/12591669/1041613/_94_establishing_1041613.pdf; 0c9e758cbee697a88cfa9d54c955a264fec2f858},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07263869400035231},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07263869400035231},
    date-added = {2013-08-22 12:08:06},
    day = {1},
    doi = {10.1080/07263869400035231},
    file = {_94_establishing_1041613.pdf},
    journal = {J Intellect Dev Dis},
    keywords = {aac, requesting, severe\_disabilities, symbol},
    month = jan,
    number = {3},
    pages = {193--207},
    priority = {2},
    publisher = {Informa Australia},
    title = {Establishing a repertoire of requesting for a student with severe and multiple disabilities using tangible symbols and naturalistic time delay},
    url = {http://dx.doi.org/10.1080/07263869400035231},
    volume = {19},
    year = {1994}
}

@article{citeulike:12591635,
    abstract = {Written by a father of a child with autism, this article discusses the child's symptoms, the diagnosis of autism, and the child's behavior problems. It describes the use of different types of computer software that has enabled the child to experience a series of cognitive jumps. (CR)},
    author = {Jamnia, Ali},
    citeulike-article-id = {12591635},
    citeulike-attachment-1 = {jamnia_01_taking_1041612.pdf; /pdf/user/acecentre/article/12591635/1041612/jamnia_01_taking_1041612.pdf; ec529d161c10756dcaadebec58b0e3ecd7a0a50d},
    citeulike-linkout-0 = {http://editlib.org/p/90000},
    date-added = {2013-08-22 11:49:55},
    file = {jamnia_01_taking_1041612.pdf},
    issn = {1088-3576},
    journal = {Focus on Autism and Other Developmental Disabilities},
    keywords = {autism, education, parent\_child\_relationship, personal\_narrative, software},
    number = {1},
    pages = {2--5},
    priority = {2},
    title = {Taking One Step Ahead and Opening the World for Our Son},
    url = {http://editlib.org/p/90000},
    volume = {16},
    year = {2001}
}

@article{citeulike:12591609,
    abstract = {
                Analysis of the abnormalities present in autistic patients, using standard methods of clinical inference, leads to the conclusion that the manifestations of childhood autism correlate best with the manifestations of dysfunction in the frontal tier of the ring of phylogenetically older cortex located on the mesial surface of the frontal and temporal lobes ("mesocortex" or "mesolimbic cortex") and with the manifestations of dysfunction in the striatum. These structures are distinctive in ways that suggest possible etiologies. The observations and inferences that lead to these conclusions are outlined and are supplemented by data from recent studies by the authors. Emphasis is placed on disorders of motility, communication, and attention and perception.
            },
    author = {Maurer, R. G. and Damasio, A. R.},
    citeulike-article-id = {12591609},
    citeulike-attachment-1 = {maurer_82_childhood_1041616.pdf; /pdf/user/acecentre/article/12591609/1041616/maurer_82_childhood_1041616.pdf; 732c9d7087014db4615df27fc62b18daffc737bf},
    citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/7174608},
    citeulike-linkout-1 = {http://www.hubmed.org/display.cgi?uids=7174608},
    date-added = {2013-08-22 11:28:29},
    file = {maurer_82_childhood_1041616.pdf},
    issn = {0162-3257},
    journal = {Journal of autism and developmental disorders},
    keywords = {attention, autism, behavioural\_neurology, communication, perception},
    month = jun,
    number = {2},
    pages = {195--205},
    pmid = {7174608},
    priority = {2},
    title = {Childhood autism from the point of view of behavioral neurology.},
    url = {http://view.ncbi.nlm.nih.gov/pubmed/7174608},
    volume = {12},
    year = {1982}
}

@article{citeulike:12591600,
    author = {Biklen, D.},
    citeulike-article-id = {12591600},
    citeulike-attachment-1 = {biklen_92_communication_1041618.pdf; /pdf/user/acecentre/article/12591600/1041618/biklen_92_communication_1041618.pdf; f48d9bc4b05f1187c08aa19e8d07470c23755fd3},
    citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/1532800},
    citeulike-linkout-1 = {http://www.hubmed.org/display.cgi?uids=1532800},
    date-added = {2013-08-22 11:26:19},
    day = {15},
    file = {biklen_92_communication_1041618.pdf},
    issn = {8750-2836},
    journal = {Hospital practice (Office ed.)},
    keywords = {aac, autism, facilitated\_communication},
    month = apr,
    number = {4},
    pmid = {1532800},
    priority = {2},
    title = {Communication unbound: autism and praxis.},
    url = {http://view.ncbi.nlm.nih.gov/pubmed/1532800},
    volume = {27},
    year = {1992}
}

@article{citeulike:12591591,
    abstract = {Abstract This papers deals with a remarkable phenomenon which has occurred in a residential home for 14 severely mentally and physically handicapped young adults in Copenhagen, Denmark. None of the residents has speech, and all had been evaluated as severely mentally handicapped. It has been estimated that these people would never develop mentally beyond a functioning level of 1/2-3 years. Between 1984 and 1985 it was discovered that two female residents could spell out words by pointing to letters on a board. Over a period of 9 months in 1986 we discovered, through the prompting of these two residents who insisted that some of the other residents could also write and through the persistent curiosity of some members of staff, that all of the other 12 residents could also write. This paper relates something of how the discovery came about, of the reactions of people in the immediate circle of contacts, of the enormous change in daily life in the house that has occurred as a result of this discovery, and attempts to point to how this phenomenon might have been caused.},
    author = {Johnson, Ian},
    citeulike-article-id = {12591591},
    citeulike-attachment-1 = {johnson_89_hellish_1041619.pdf; /pdf/user/acecentre/article/12591591/1041619/johnson_89_hellish_1041619.pdf; 5fe9604bec1d2534adee0d1b227e878bb446af94},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/02650538908413409},
    citeulike-linkout-1 = {http://www.tandfonline.com/doi/abs/10.1080/02650538908413409},
    date-added = {2013-08-22 11:20:58},
    day = {1},
    doi = {10.1080/02650538908413409},
    file = {johnson_89_hellish_1041619.pdf},
    journal = {Journal of Social Work Practice},
    keywords = {aac, literacy, mental\_handicap, spelling},
    month = nov,
    number = {1},
    pages = {13--30},
    priority = {2},
    publisher = {Routledge},
    title = { ” Hellish difficult to live in this world”},
    url = {http://dx.doi.org/10.1080/02650538908413409},
    volume = {4},
    year = {1989}
}

@article{citeulike:12591585,
    author = {Rogers, D.},
    citeulike-article-id = {12591585},
    citeulike-attachment-1 = {rogers_91_catatonia_1041623.pdf; /pdf/user/acecentre/article/12591585/1041623/rogers_91_catatonia_1041623.pdf; 84ebfc161c1c55238d42a5be2a0913d807122946},
    citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/1821251},
    citeulike-linkout-1 = {http://www.hubmed.org/display.cgi?uids=1821251},
    date-added = {2013-08-22 11:18:22},
    file = {rogers_91_catatonia_1041623.pdf},
    issn = {0895-0172},
    journal = {The Journal of neuropsychiatry and clinical neurosciences},
    keywords = {catatonia, historical\_review, neurological\_motor\_disorder, psychiatric\_disorder},
    number = {3},
    pages = {334--340},
    pmid = {1821251},
    priority = {2},
    title = {Catatonia: a contemporary approach.},
    url = {http://view.ncbi.nlm.nih.gov/pubmed/1821251},
    volume = {3},
    year = {1991}
}

@article{citeulike:12591582,
    abstract = {
                Among 236 in-patients in one hospital for the mentally handicapped, there was a significant relationship between the amount of motor disorder (rated using a comprehensive check-list) and the severity of mental handicap, the presence of associated psychiatric disorder and the use of neuroleptic medication. The population was fairly evenly divided between those currently, previously and never having received neuroleptic medication. All categories of motor disorder, including abnormal movements, were present in all three subgroups. Neuroleptic medication appeared to modify the expression of motor disorder rather than producing it de novo. The range and frequency of motor disorders was comparable with that in patients with severe psychiatric illness. A common cerebral basis for the motor disorders of patients with mental handicap and severe psychiatric illness is suggested.
            },
    author = {Rogers, D. and Karki, C. and Bartlett, C. and Pocock, P.},
    citeulike-article-id = {12591582},
    citeulike-attachment-1 = {rogers_91_motor_1041786.pdf; /pdf/user/acecentre/article/12591582/1041786/rogers_91_motor_1041786.pdf; ed8a2a04d7f190e90727a39b9aca963f33684a2b},
    citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/2015458},
    citeulike-linkout-1 = {http://www.hubmed.org/display.cgi?uids=2015458},
    date-added = {2013-08-22 11:15:36},
    file = {rogers_91_motor_1041786.pdf},
    issn = {0007-1250},
    journal = {The British journal of psychiatry : the journal of mental science},
    keywords = {mental\_handicap, motor\_disorder, neuroleptic\_medication, psychiatric\_disorder},
    month = jan,
    pages = {97--102},
    pmid = {2015458},
    priority = {2},
    title = {The motor disorders of mental handicap. An overlap with the motor disorders of severe psychiatric illness.},
    url = {http://view.ncbi.nlm.nih.gov/pubmed/2015458},
    volume = {158},
    year = {1991}
}

@article{citeulike:12591540,
    abstract = {AbstarctAn evaluation was conducted of the approaches, costs, and quality-of-life outcomes associated with communication aid assessment programs for the speech-impaired provided by specialist Communication Aids Centres (CACs) in the United Kingdom. The average costs of CAC assessment programs was {\pounds}410 per client, which is not excessive. There was evidence of moderate quality-of-life benefits from clients' use of the recommended aids.},
    author = {Tolley, Keith and Leese, Brenda and Wright, Ken and Hennessy, Sue and Rowley, Corinne and Stowe, Janet and Chamberlain, Ann},
    citeulike-article-id = {12591540},
    citeulike-attachment-1 = {tolley_95_communication_920900.pdf; /pdf/user/acecentre/article/12591540/920900/tolley_95_communication_920900.pdf; 4c6ade702df257c4dbd731e670765afa78181ee7},
    citeulike-linkout-0 = {http://journals.cambridge.org/action/displayAbstract?fromPage=online\&aid=4031508},
    citeulike-linkout-1 = {http://dx.doi.org/10.1017/s0266462300006838},
    date-added = {2013-08-22 10:41:24},
    doi = {10.1017/s0266462300006838},
    file = {tolley_95_communication_920900.pdf},
    issn = {1471-6348},
    journal = {International Journal of Technology Assessment in Health Care},
    keywords = {aac, assessment, cost, quality\_of\_life, speech\_impairment, voice\_output\_communication\_aid},
    month = mar,
    pages = {196--213},
    priority = {2},
    title = {Communication AIDS for the Speech Impaired: Cost and Quality-of-Life Outcomes of Assessment Programs Provided by Speciaiist Communication Aids Centers in the United Kingdom},
    url = {http://dx.doi.org/10.1017/s0266462300006838},
    volume = {11},
    year = {1995}
}

@article{citeulike:841385,
    abstract = {This study analyzes user performance of text entry tasks with word prediction by applying modeling techniques developed in the field of human-computer interaction. Fourteen subjects transcribed text with and without a word prediction feature for seven test sessions. Eight subjects were able-bodied and used mouthstick typing, while six subjects bad high-level spinal cord injuries and used their usual method of keyboard access. Use of word prediction decreased text generation rate for the spinal cord injured subjects and only modestly enhanced it for the able-bodied subjects. This suggests that the cognitive cost of using word prediction had a major impact on the performance of these subjects. Performance was analyzed in more detail by deriving subjects' times for keypress and list search actions during word prediction use. All subjects had slower keypress times during word prediction use as compared to letters-only typing, and spinal cord injured subjects had much slower list search times than able-bodied subjects. These parameter values were used in a two-parameter model to simulate subjects' word entry times during word prediction use, with an average model error of 16\%. These simulation results are an encouraging first step toward demonstrating the ability of analytical models to represent user performance with word prediction},
    author = {Koester, H. H. and Levine, S. P.},
    citeulike-article-id = {841385},
    citeulike-attachment-1 = {koester_94_modeling_917617.pdf; /pdf/user/acecentre/article/841385/917617/koester_94_modeling_917617.pdf; e2641f5f7baa7e5bc227d535a1ccc27aa50fd44c},
    citeulike-linkout-0 = {http://dx.doi.org/10.1109/86.331567},
    citeulike-linkout-1 = {http://ieeexplore.ieee.org/xpls/abs\_all.jsp?arnumber=331567},
    date-added = {2013-08-22 10:30:45},
    doi = {10.1109/86.331567},
    file = {koester_94_modeling_917617.pdf},
    institution = {Dept. of Physical Med. \& Rehabilitation, Michigan Univ., Ann Arbor, MI, USA},
    issn = {1063-6528},
    journal = {Rehabilitation Engineering, IEEE Transactions on},
    keywords = {aac, spinal\_cord\_injury, text\_entry, word\_prediction},
    month = sep,
    number = {3},
    pages = {177--187},
    priority = {2},
    publisher = {IEEE},
    title = {Modeling the speed of text entry with a word prediction interface},
    url = {http://dx.doi.org/10.1109/86.331567},
    volume = {2},
    year = {1994}
}

@article{citeulike:9521940,
    abstract = {
                This study examines how the cognitive and perceptual loads introduced by a word prediction feature impact learning and performance. Two groups of able-bodied subjects transcribed text using two row-column scanning systems for 10 consecutive trials each. The two systems differed only in that one system had a word prediction feature. Subject groups differed in their order of system use. The results show that, under the conditions of this study, the word prediction system was not substantially more difficult to learn, but it did not yield a statistically significant improvement in text generation rate. This suggests that the cost of using this word prediction system balanced the benefit of the keystroke savings achieved by these subjects. The relationship between keystroke savings, cost in item selection rate, and improvement in text generation rate is explored in order to provide insight into this outcome.
            },
    author = {Koester, H. H. and Levine, S. P.},
    citeulike-article-id = {9521940},
    citeulike-attachment-1 = {koester_94_learning_1041791.pdf; /pdf/user/acecentre/article/9521940/1041791/koester_94_learning_1041791.pdf; e868fb8233928b8fc6f9dc9b31cb726fdff80b1c},
    citeulike-attachment-2 = {koester_94_learning_917619.pdf; /pdf/user/acecentre/article/9521940/917619/koester_94_learning_917619.pdf; 755f8b29d24a19aa5fba6492a175497fc2a44d2a},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/10400435.1994.10132226},
    citeulike-linkout-1 = {http://view.ncbi.nlm.nih.gov/pubmed/10147209},
    citeulike-linkout-2 = {http://www.hubmed.org/display.cgi?uids=10147209},
    citeulike-linkout-3 = {http://www.tandfonline.com/doi/abs/10.1080/10400435.1994.10132226},
    date-added = {2013-08-22 10:27:45},
    day = {30},
    doi = {10.1080/10400435.1994.10132226},
    issn = {1040-0435},
    journal = {Assistive technology : the official journal of RESNA},
    keywords = {aac, assistive-technology, rate\_enhancement, scanning, word\_prediction},
    month = jun,
    number = {1},
    pages = {42--53},
    pmid = {10147209},
    priority = {2},
    publisher = {Taylor \& Francis},
    title = {Learning and performance of able-bodied individuals using scanning systems with and without word prediction.},
    url = {http://dx.doi.org/10.1080/10400435.1994.10132226},
    volume = {6},
    year = {1994}
}

@article{citeulike:12591519,
    author = {McDonald, E. T. and Schultz, A. R.},
    citeulike-article-id = {12591519},
    citeulike-attachment-1 = {mcdonald_73_communication_1041790.pdf; /pdf/user/acecentre/article/12591519/1041790/mcdonald_73_communication_1041790.pdf; 4fcd6fc31b314509d4fb54574360bb1647215b5b},
    citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/4698388},
    citeulike-linkout-1 = {http://www.hubmed.org/display.cgi?uids=4698388},
    date-added = {2013-08-22 10:22:35},
    file = {mcdonald_73_communication_1041790.pdf},
    issn = {0022-4677},
    journal = {The Journal of speech and hearing disorders},
    keywords = {aac, cerebral-palsy, communication\_boards, low\_tech},
    month = feb,
    number = {1},
    pages = {73--88},
    pmid = {4698388},
    priority = {2},
    title = {Communication boards for cerebral-palsied children.},
    url = {http://view.ncbi.nlm.nih.gov/pubmed/4698388},
    volume = {38},
    year = {1973}
}

@article{citeulike:12591517,
    abstract = {
                A longitudinal study of augmentative communication training with 40 language-impaired, cerebral palsied children examined the acquisition of Blissymbols and Makaton Vocabulary signs and syntactic aspects of their use over an 18-month period. The children made measurable gains in these areas over time, but progress was very slow and they continued to show severe limitations in the repertoires of signs/symbols they acquired and in the average number, length and complexity of utterances they produced in semi-structured conversational settings. Possible reasons for these findings are discussed with reference to subject and system characteristics, and the teaching practices adopted in the schools. Comparisons between the Bliss and signing groups suggest that neither augmentative system facilitated greater progress in sign/symbol acquisition and use than the other. However, there was wide variability in performance among the children within each group.
            },
    author = {Udwin, O. and Yule, W.},
    citeulike-article-id = {12591517},
    citeulike-attachment-1 = {udwin_90_augmentative_1041789.pdf; /pdf/user/acecentre/article/12591517/1041789/udwin_90_augmentative_1041789.pdf; 15baf1e5b9de7826103fc1df6ba419d1702b5475},
    citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/2095837},
    citeulike-linkout-1 = {http://www.hubmed.org/display.cgi?uids=2095837},
    date-added = {2013-08-22 10:17:37},
    file = {udwin_90_augmentative_1041789.pdf},
    issn = {0007-098X},
    journal = {The British journal of disorders of communication},
    keywords = {aac, blissymbols, cerebral-palsy, longitudinal\_study, makaton},
    month = dec,
    number = {3},
    pages = {295--309},
    pmid = {2095837},
    priority = {2},
    title = {Augmentative communication systems taught to cerebral palsied children--a longitudinal study. I. The acquisition of signs and symbols, and syntactic aspects of their use over time.},
    url = {http://view.ncbi.nlm.nih.gov/pubmed/2095837},
    volume = {25},
    year = {1990}
}

@article{citeulike:12591514,
    abstract = {Because a variety of augmentative communication devices exist, ranging from high technology speech synthesizers to low technology communication boards, members of educational teams are faced with a number of important decisions when attempting to meet the communication needs of persons with severe disabilities. This paper discusses some of the factors that educational teams may need to consider when selecting communication devices for learners with severe disabilities. Consideration of the various components and features of both high and low technology devices may assist parents and professionals in selecting appropriate augmentative communication options for students with severe disabilities.},
    citeulike-article-id = {12591514},
    citeulike-attachment-1 = {_93_selecting_1041792.pdf; /pdf/user/acecentre/article/12591514/1041792/_93_selecting_1041792.pdf; b3e62eb5482f40084c5adb0b8d86d6b77fc568d8},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07263869300034901},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07263869300034901},
    date-added = {2013-08-22 10:14:06},
    day = {1},
    doi = {10.1080/07263869300034901},
    file = {_93_selecting_1041792.pdf},
    journal = {J Intellect Dev Dis},
    keywords = {aac, assessment, education, high\_tech, low\_tech, severe\_disabilities, voice\_output\_communication\_aid},
    month = jan,
    number = {3},
    pages = {133--146},
    priority = {2},
    publisher = {Informa Australia},
    title = {Selecting augmentative communication devices for persons with severe disabilities: Some factors for educational teams to consider},
    url = {http://dx.doi.org/10.1080/07263869300034901},
    volume = {18},
    year = {1993}
}

@incollection{citeulike:12591491,
    abstract = {Augmentative and alternative communication (AAC) devices incorporating dynamic displays have been commercially-available since 1981 for text-based systems, and since 1986 for graphic-based systems. Beginning in about 1990, the advantages of dynamic displays became so overwhelming and so obvious that clinicians began recommending them more frequently and their use increased rapidly. This paper reviews the history of dynamic display AAC devices, describes their advantages and disadvantages with respect to static display systems, and discusses relevant research literature.},
    author = {Woltosz, WalterS},
    booktitle = {Computers for Handicapped Persons},
    citeulike-article-id = {12591491},
    citeulike-attachment-1 = {woltosz_94_dynamic_1041795.pdf; /pdf/user/acecentre/article/12591491/1041795/woltosz_94_dynamic_1041795.pdf; 3d1b5637c06ab731b09dd3cc47b48f2ee711cd75},
    citeulike-linkout-0 = {http://dx.doi.org/10.1007/3-540-58476-5\_163},
    citeulike-linkout-1 = {http://link.springer.com/chapter/10.1007/3-540-58476-5\_163},
    date-added = {2013-08-22 10:02:56},
    doi = {10.1007/3-540-58476-5\_163},
    editor = {Zagler, WolfgangL and Busby, Geoffrey and Wagner, RolandR},
    file = {woltosz_94_dynamic_1041795.pdf},
    keywords = {aac, dynamic\_display},
    pages = {413--420},
    priority = {2},
    publisher = {Springer Berlin Heidelberg},
    series = {Lecture Notes in Computer Science},
    title = {Dynamic displays: the changing face of augmentative communication},
    url = {http://dx.doi.org/10.1007/3-540-58476-5\_163},
    volume = {860},
    year = {1994}
}

@article{citeulike:12591479,
    abstract =

license: MIT

license_type: permissive

branch_name: refs/heads/master

extension: bib