text:
citeulike-linkout-0 = {http://dx.doi.org/10.1055/s-2007-967931},
    citeulike-linkout-1 = {http://view.ncbi.nlm.nih.gov/pubmed/17340384},
    citeulike-linkout-2 = {http://www.hubmed.org/display.cgi?uids=17340384},
    date-added = {2013-08-20 15:43:30},
    doi = {10.1055/s-2007-967931},
    file = {kaderavek_07_facilitating_1041593.pdf},
    issn = {0734-0478},
    journal = {Seminars in speech and language},
    keywords = {child, hearing, impairment, literacy},
    month = feb,
    number = {1},
    pages = {69--78},
    pmid = {17340384},
    priority = {2},
    title = {Facilitating literacy development in young children with hearing loss.},
    url = {http://dx.doi.org/10.1055/s-2007-967931},
    volume = {28},
    year = {2007}
}

@article{Peeters2011659,
    abstract = {{The goal of the present study was to get an overview of the emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy (CP) compared to normally developing peers. The results showed that there were differences between the groups regarding the amount of emergent literacy instruction. While time dedicated to storybook reading and independent picture-book reading was comparable, the children with CP received fewer opportunities to work with educational software and more time was dedicated to rhyming games and singing. For the children with CP, the level of speech, intellectual, and physical impairments were all related to the amount of time in emergent literacy instruction. Additionally, the amount of time reading precursors is trained and the number of specific reading precursors that is trained is all related to skills of emergent literacy.}},
    author = {Peeters, Marieke and de Moor, Jan and Verhoeven, Ludo},
    citeulike-article-id = {12589645},
    citeulike-attachment-1 = {peeters_11_emergent_916823.pdf; /pdf/user/acecentre/article/12589645/916823/peeters_11_emergent_916823.pdf; 87328236052e84e05d3623398d070df556bb2c25},
    citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.ridd.2010.12.002},
    citeulike-linkout-1 = {http://www.sciencedirect.com/science/article/B6VDN-51YGH4T-1/2/a611d4517757aedc14c36161988a86fc},
    date-added = {2013-08-20 15:22:54},
    doi = {10.1016/j.ridd.2010.12.002},
    file = {peeters_11_emergent_916823.pdf},
    journal = {Research in Developmental Disabilities},
    keywords = {emergent, literacy, *file-import-11-02-24, *ww-import},
    number = {2},
    pages = {659--668},
    priority = {2},
    title = {{Emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy in special education}},
    url = {http://www.sciencedirect.com/science/article/B6VDN-51YGH4T-1/2/a611d4517757aedc14c36161988a86fc},
    volume = {32},
    year = {2011}
}
@article{citeulike:12589645,
    abstract = {{The goal of the present study was to get an overview of the emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy (CP) compared to normally developing peers. The results showed that there were differences between the groups regarding the amount of emergent literacy instruction. While time dedicated to storybook reading and independent picture-book reading was comparable, the children with CP received fewer opportunities to work with educational software and more time was dedicated to rhyming games and singing. For the children with CP, the level of speech, intellectual, and physical impairments were all related to the amount of time in emergent literacy instruction. Additionally, the amount of time reading precursors is trained and the number of specific reading precursors that is trained is all related to skills of emergent literacy.}},
    author = {Peeters, Marieke and de Moor, Jan and Verhoeven, Ludo},
    citeulike-article-id = {12589645},
    citeulike-attachment-1 = {peeters_11_emergent_916823.pdf; /pdf/user/acecentre/article/12589645/916823/peeters_11_emergent_916823.pdf; 87328236052e84e05d3623398d070df556bb2c25},
    citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.ridd.2010.12.002},
    citeulike-linkout-1 = {http://www.sciencedirect.com/science/article/B6VDN-51YGH4T-1/2/a611d4517757aedc14c36161988a86fc},
    date-added = {2013-08-20 15:22:54},
    doi = {10.1016/j.ridd.2010.12.002},
    file = {peeters_11_emergent_916823.pdf},
    journal = {Research in Developmental Disabilities},
    keywords = {emergent, literacy, *file-import-11-02-24, *ww-import},
    number = {2},
    pages = {659--668},
    priority = {2},
    title = {{Emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy in special education}},
    url = {http://www.sciencedirect.com/science/article/B6VDN-51YGH4T-1/2/a611d4517757aedc14c36161988a86fc},
    volume = {32},
    year = {2011}
}

@article{citeulike:12589644,
    abstract = {{This article outlines practical techniques for developing literacy skills in users of high-tech speech-generating augmentative and alternative communication (AAC) devices. The recommended strategies are intended for general classroom teachers who teach literacy skills to students with typical speech. Many students who use high-tech AAC devices participate in grade-level instruction. Strategies based on the National Reading Panel's research-based findings for effective reading instruction are used as guidelines for adapting instruction to incorporate users of AAC. Techniques for teaching phonemic awareness, phonics, vocabulary development, and text comprehension are provided. Because of the emphasis placed on oral reading in developing fluency, this skill area is not directly addressed. Rather, this article provides strategies for developing a skill more directly relevant to AAC users— multimodal meaning making. In using the strategies outlined in this article, classroom teachers will be able to increase the literacy skills of all students with very little adaptation to instruction.}},
    author = {Wilkins, Julia and Ratajczak, Amy},
    citeulike-article-id = {12589644},
    citeulike-attachment-1 = {wilkins_09_developing_916824.pdf; /pdf/user/acecentre/article/12589644/916824/wilkins_09_developing_916824.pdf; 89acb80b226402eb20ce5a5c62170f4360676037},
    citeulike-linkout-0 = {http://dx.doi.org/10.1177/1053451208326050},
    date-added = {2013-08-20 15:22:53},
    day = {01},
    doi = {10.1177/1053451208326050},
    file = {wilkins_09_developing_916824.pdf},
    journal = {Intervention in School and Clinic},
    keywords = {communication, education, literacy, sgd, teaching, *ww-import},
    month = jan,
    number = {3},
    pages = {167--172},
    priority = {2},
    publisher = {SAGE Publications},
    title = {{Developing Students' Literacy Skills Using High-Tech Speech-Generating Augmentative and Alternative Communication Devices}},
    url = {http://dx.doi.org/10.1177/1053451208326050},
    volume = {44},
    year = {2009}
}

@article{citeulike:12589642,
    abstract = {{ To review current research on the use of augmentative and alternative communication (AAC) for prompting literacy in children with special educational needs. Research studies relevant to emergent literacy and AAC use are reviewed. Studies focused on acquisition of literacy across various populations of children with special needs are reviewed. Existing literature suggests that AAC may provide strategies and systems to compensate for impairments and disabilities of individuals with severe communication disorders. AAC may support literacy learning in children with special educational needs. }},
    author = {Hetzroni, O. E.},
    citeulike-article-id = {12589642},
    citeulike-attachment-1 = {hetzroni_04_aac_916825.pdf; /pdf/user/acecentre/article/12589642/916825/hetzroni_04_aac_916825.pdf; b392e726d06826475b8bb73c7b05072108d6fe0c},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/09638280412331280334},
    date-added = {2013-08-20 15:22:53},
    doi = {10.1080/09638280412331280334},
    file = {hetzroni_04_aac_916825.pdf},
    journal = {Disability and rehabilitation},
    keywords = {aac, children, education, literacy, paediatrics, reading, sen, writing, *ww-import},
    number = {21-22},
    pages = {1305--1312},
    priority = {2},
    title = {{AAC and literacy.}},
    url = {http://dx.doi.org/10.1080/09638280412331280334},
    volume = {26},
    year = {2004}
}

@book{citeulike:12589640,
    author = {Abadzi, Helen},
    citeulike-article-id = {12589640},
    citeulike-attachment-1 = {abadzi_06_efficient_916827.pdf; /pdf/user/acecentre/article/12589640/916827/abadzi_06_efficient_916827.pdf; 3541502cc021ccf226ce572624591a2a3b03b7c8},
    citeulike-linkout-0 = {http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20\&\#38;path=ASIN/0821366882},
    date-added = {2013-08-20 15:22:53},
    day = {20},
    file = {abadzi_06_efficient_916827.pdf},
    howpublished = {Paperback},
    keywords = {ak, cognition, developing, education, language, literacy, poor, teaching, textbook, third-world, *ww-import},
    month = jun,
    priority = {2},
    publisher = {World Bank Publications},
    title = {{Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience (Directions in Development)}},
    url = {http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20\&path=ASIN/0821366882},
    year = {2006}
}

@article{citeulike:12589639,
    abstract = {{Examines vocabulary growth and development, looking at conventional vocabulary instruction and its outcomes. Evidence that word list drills do not promote vocabulary growth effectively is presented, and suggestions are given for fostering increased vocabulary. Promoting wide reading is advocated as the best approach. (SLD)}},
    author = {Anderson, Richard C. and Nagy, William E.},
    citeulike-article-id = {12589639},
    citeulike-attachment-1 = {anderson_92_vocabulary_916833.pdf; /pdf/user/acecentre/article/12589639/916833/anderson_92_vocabulary_916833.pdf; 8628276aa5edd11ef126991ad226275c48a43d9d},
    citeulike-linkout-0 = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ458646},
    date-added = {2013-08-20 15:22:53},
    day = {0},
    file = {anderson_92_vocabulary_916833.pdf},
    journal = {American Educator: The Professional Journal of the American Federation of Teachers},
    keywords = {ak, education, language, learning, literacy, reading, school, teaching, writing, *ww-import},
    number = {4},
    priority = {2},
    title = {{The Vocabulary Conundrum.}},
    url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ458646},
    volume = {16},
    year = {1992}
}

@article{citeulike:12589638,
    abstract = {{Examines several points supporting the argument for increased emphasis on vocabulary, including: the consequences of an increased emphasis on phonics; limited school promotion of vocabulary development; the sequential nature of vocabulary acquisition; and defining an essential vocabulary for high school graduates. Emphasizes the need for a more teacher-centered and curriculum-structured approach to ensure adequate vocabulary development. (SM)}},
    author = {Biemiller, Andrew and Andrew},
    citeulike-article-id = {12589638},
    citeulike-attachment-1 = {biemiller_01_teaching_916834.pdf; /pdf/user/acecentre/article/12589638/916834/biemiller_01_teaching_916834.pdf; 8a46bf96192f33f814ce9430083be73dcf63a852},
    citeulike-linkout-0 = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ624222},
    date-added = {2013-08-20 15:22:53},
    day = {0},
    file = {biemiller_01_teaching_916834.pdf},
    journal = {American Educator},
    keywords = {ak, education, literacy, teaching, vocabulary, *ww-import},
    number = {1},
    priority = {2},
    title = {{Teaching Vocabulary: Early, Direct, and Sequential.}},
    url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ624222},
    volume = {25},
    year = {2001}
}

@article{citeulike:12589637,
    author = {Burt, Jennifer S.},
    citeulike-article-id = {12589637},
    citeulike-attachment-1 = {burt_06_what_916836.pdf; /pdf/user/acecentre/article/12589637/916836/burt_06_what_916836.pdf; 513f9084d04f08c683f48b221e68da5efba521d6},
    citeulike-linkout-0 = {http://dx.doi.org/10.1111/j.1467-9817.2006.00315.x},
    date-added = {2013-08-20 15:22:53},
    doi = {10.1111/j.1467-9817.2006.00315.x},
    file = {burt_06_what_916836.pdf},
    journal = {Journal of Research in Reading},
    keywords = {ak, education, literacy, reading, teaching, writing, *ww-import},
    month = nov,
    number = {4},
    pages = {400--417},
    priority = {2},
    publisher = {Blackwell Publishing},
    title = {{What is orthographic processing skill and how does it relate to word identification in reading?}},
    url = {http://dx.doi.org/10.1111/j.1467-9817.2006.00315.x},
    volume = {29},
    year = {2006}
}

@article{citeulike:12589636,
    abstract = {{This study compared two instructional methods for teaching spelling to elementary students with learning disabilities (LD). Forty-two elementary students with LD were randomly assigned to one of two instructional groups to teach spelling words: (a) a rule-based strategy group that focused on teaching students spelling rules (based on the "Spelling Mastery Level D" program) and (b) a traditional instruction group that provided an array of spelling activities (i.e., introducing the words in the context of story, defining the meaning of the words, sentence writing, and dictionary skill training) to teach spelling words. Daily instructional sessions lasting 30 minutes were conducted for 4 consecutive weeks. Four different word types (i.e., regular, morphological, spelling rule, and irregular) were introduced as instruction progressed. After receiving instruction in one of the instructional groups, the students were compared on scores from unit tests, a standardized test, a sentence-writing test, a transfer test, and a maintenance test. Overall results indicated that the rule-based strategy group using "Spelling Mastery Level D" was more effective in increasing student-spelling performance, particularly for the regular, morphological, and spelling-rule words. The instructional implications of these findings are discussed. (Contains 7 tables.)}},
    author = {Darch, Craig and Eaves, Ronald C. and Crowe, D. Alan and Simmons, Kate and Conniff, Alexandra},
    citeulike-article-id = {12589636},
    citeulike-attachment-1 = {darch_06_teaching_916831.pdf; /pdf/user/acecentre/article/12589636/916831/darch_06_teaching_916831.pdf; b295c3c7e52ae1769ef8643e1e2f96959ea5eb9a},
    citeulike-linkout-0 = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ755191},
    date-added = {2013-08-20 15:22:53},
    day = {0},
    file = {darch_06_teaching_916831.pdf},
    journal = {Journal of Direct Instruction},
    keywords = {ak, at, comparison, education, ld, literacy, sen, spelling, teaching, *ww-import},
    number = {1},
    pages = {1--16},
    priority = {2},
    publisher = {Association for Direct Instruction. P.O. Box 10252, Eugene, OR 97440. Tel: 800-995-2464; Tel: 541-485-1293; Fax: 541-683-7543; Web site: http://www.adihome.org},
    title = {{Teaching Spelling to Students with Learning Disabilities: A Comparison of Rule-Based Strategies versus Traditional Instruction}},
    url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ755191},
    volume = {6},
    year = {2006}
}

@article{citeulike:12589635,
    abstract = {{In this paper we argue that attempts to distinguish between categories of 'dyslexia' and 'poor reader' or 'reading disabled' are scientifically unsupportable, arbitrary and thus potentially discriminatory. We do not seek to veto scientific curiosity in examining underlying factors in reading disability, for seeking greater understanding of the relationship between visual symbols and spoken language is crucial. However, while stressing the potential of genetics and neuroscience for guiding assessment and educational practice at some stage in the future, we argue that there is a mistaken belief that current knowledge in these fields is sufficient to justify a category of dyslexia as a subset of those who encounter reading difficulties. The implications of this debate for large-scale intervention are outlined.}},
    author = {Elliott, Julian G. and Gibbs, Simon},
    citeulike-article-id = {12589635},
    citeulike-attachment-1 = {elliott_08_does_916830.pdf; /pdf/user/acecentre/article/12589635/916830/elliott_08_does_916830.pdf; 0208f7017d26b92e8704a31d803bfd7a4e3de57d},
    citeulike-linkout-0 = {http://dx.doi.org/10.1111/j.1467-9752.2008.00653.x},
    date-added = {2013-08-20 15:22:53},
    doi = {10.1111/j.1467-9752.2008.00653.x},
    file = {elliott_08_does_916830.pdf},
    journal = {Journal of Philosophy of Education},
    keywords = {ak, developmental\_dyslexia, dyslexia, educational\_practice, literacy, reading, reading\_difficulties, teaching, *ww-import},
    number = {3-4},
    pages = {475--491},
    priority = {2},
    publisher = {Blackwell Publishing Ltd},
    title = {{Does Dyslexia Exist?}},
    url = {http://dx.doi.org/10.1111/j.1467-9752.2008.00653.x},
    volume = {42},
    year = {2008}
}

@article{citeulike:12589634,
    abstract = {{This study was inspired by the rise in television targeting toddlers and preverbal infants (e.g., Teletubbies, Baby Mozart). Overall, we investigated if very young children who are in the early stages of language acquisition can learn vocabulary quickly (fast map) from television programs. Using a fast mapping paradigm, this study examined a group (n = 48) of toddlers (15?24 months) and their ability to learn novel words. Utilizing a repeated measures design, we compared children's ability to learn various novel words in 5 different conditions. These included the presentation and identification of a novel word by an adult speaker via live presentation when the toddler was attending (i.e., joint reference), an adult via live presentation when the toddler was not attending, an adult speaker on television, and an edited clip from a children's television program (Teletubbies). Overall, the toddlers were most successful in learning novel words in the joint reference condition. They were significantly less successful in the children's program condition. Furthermore, there was a significant interaction between age and condition on children's performance. Both younger (15?21 months) and older (22?24 months) participants identified the target objects when they were taught the novel word by an adult speaker; however, it appeared that children under the age of 22 months did not identify the target item when they were taught the novel word via the television program.}},
    author = {Krcmar, Marina and Grela, Bernard and Lin, Kirsten},
    citeulike-article-id = {12589634},
    citeulike-attachment-1 = {krcmar_07_can_916829.pdf; /pdf/user/acecentre/article/12589634/916829/krcmar_07_can_916829.pdf; 4e63dc26297a5c6e4b71cdc6786eaa01e6e257db},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/15213260701300931},
    date-added = {2013-08-20 15:22:53},
    day = {21},
    doi = {10.1080/15213260701300931},
    file = {krcmar_07_can_916829.pdf},
    journal = {Media Psychology},
    keywords = {ak, education, evidence, experimental, learning, literacy, media, normal, research, teaching, television, toddlers, vocabulary, *ww-import},
    month = jun,
    number = {1},
    pages = {41--63},
    priority = {2},
    publisher = {Routledge},
    title = {{Can Toddlers Learn Vocabulary from Television? An Experimental Approach}},
    url = {http://dx.doi.org/10.1080/15213260701300931},
    volume = {10},
    year = {2007}
}

@article{citeulike:12589633,
    abstract = {{he quest for a basic or 'core' vocabulary of English is not a new one. Ogden's (1930) attempt to formulate an 850-word lexicon that would have as wide a communicative range as possible using a minimum number of words of general meaning, is a famous one (for a description and comments, see also Carter and McCarthy 1988: 2-6). West's (1953) General Service List is still considered by many to be unsurpassed in its usefulness, and other word lists that distinguish between core or elementary level words and more advanced words (e.g. Hindmarsh 1980), and cut-down or 'essential' versions of larger dictionaries for language learners have kept the quest alive. On the theoretical level, Carter (1987) has discussed the 'core' properties of certain words and suggested criteria for any word to qualify as a core word. And for many decades, pedagogical linguists have attempted to grade vocabulary for the purposes of syllabus design, creating word-lists as targets for different levels of accomplishment or for testing purposes, and presenting beginners' or elementary vocabulary in teaching materials, often simply based on a powerful admixture of intuition and experience.}},
    author = {McCarthy, Michael},
    citeulike-article-id = {12589633},
    citeulike-attachment-1 = {mccarthy_99_what_916828.pdf; /pdf/user/acecentre/article/12589633/916828/mccarthy_99_what_916828.pdf; efee381ae86c27661f056c5f9f10a1d8d034bd9e},
    citeulike-linkout-0 = {http://www.cambridge.org.br/authors-articles/articles?id=7022},
    date-added = {2013-08-20 15:22:53},
    file = {mccarthy_99_what_916828.pdf},
    journal = {Studies in English Language and Literature},
    keywords = {ak, education, literacy, speech, teaching, vocabulary, *ww-import},
    organization = {Cambridge University},
    pages = {233--249},
    priority = {2},
    title = {{What constitutes a basic vocabulary for spoken communication?}},
    url = {http://www.cambridge.org.br/authors-articles/articles?id=7022},
    volume = {1},
    year = {1999}
}

@article{citeulike:12589632,
    abstract = {{The purpose of this study was to examine the relationships between patterns of spelling error and related linguistic abilities of four persons with complex communication needs and physical impairments, compared to younger individuals without disabilities matched by spelling age. All participants completed a variety of spelling and linguistic tasks to determine overall spelling age, patterns of spelling errors, and abilities across phonemic, orthographic, and morphological awareness. Performance of the spelling-age matched pairs was similar across most of the phonemic, orthographic, and morphological awareness tasks. Analysis of the participants' spelling errors, however, revealed different patterns of spelling errors for three of the spelling-age matched pairs. Within these three pairs, the participants with complex communication needs and physical impairments made most of their spelling errors due to phonemic awareness difficulties, while most of the errors on the part of the participants without disabilities were due to orthographic difficulties. The results of this study lend support to the findings of previous investigations that reported difficulties among individuals with complex communication needs and physical impairments evidence when applying phonemic knowledge to literacy tasks.}},
    citeulike-article-id = {12589632},
    citeulike-attachment-1 = {_07_analysis_916822.pdf; /pdf/user/acecentre/article/12589632/916822/_07_analysis_916822.pdf; f2d95e80fbd029612c82d3c149c7ff168849d4d6},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610600802737},
    date-added = {2013-08-20 15:22:53},
    day = {1},
    doi = {10.1080/07434610600802737},
    file = {_07_analysis_916822.pdf},
    journal = {Augment Altern Commun},
    keywords = {ccn, disability, language, literacy, phoneme, physical, spelling, *ww-import},
    month = jan,
    number = {1},
    pages = {16--29},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {{Analysis of spelling error patterns of individuals with complex communication needs and physical impairments}},
    url = {http://dx.doi.org/10.1080/07434610600802737},
    volume = {23},
    year = {2007}
}

@article{OTDbase32779,
    abstract = {{Non-vocal communication aids are increasingly popular for use with speechless patients. Unfortunately not all such patients can learn to use them. This paper reviews the types of non-vocal communication aids, describes selected criteria for deciding to provide a patient with an aid, and outlines the therapeutic uses of such aids.}},
    author = {Rosenbek, J.},
    citeulike-article-id = {12589629},
    citeulike-linkout-0 = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&\#38;-format=detail.htm\&\#38;-lay=list\&\#38;-max=20\&\#38;-recid=32779\&\#38;-find=},
    date-added = {2013-08-20 15:21:10},
    journal = {POTG},
    keywords = {aac, communication, lit-review, *ww-import},
    number = {4},
    pages = {35--41},
    priority = {2},
    title = {{Use and Abuse of Non-Vocal Communication Aids}},
    url = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&-format=detail.htm\&-lay=list\&-max=20\&-recid=32779\&-find=},
    volume = {1},
    year = {1982}
}
@article{citeulike:12589629,
    abstract = {{Non-vocal communication aids are increasingly popular for use with speechless patients. Unfortunately not all such patients can learn to use them. This paper reviews the types of non-vocal communication aids, describes selected criteria for deciding to provide a patient with an aid, and outlines the therapeutic uses of such aids.}},
    author = {Rosenbek, J.},
    citeulike-article-id = {12589629},
    citeulike-linkout-0 = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&\#38;-format=detail.htm\&\#38;-lay=list\&\#38;-max=20\&\#38;-recid=32779\&\#38;-find=},
    date-added = {2013-08-20 15:21:10},
    journal = {POTG},
    keywords = {aac, communication, lit-review, *ww-import},
    number = {4},
    pages = {35--41},
    priority = {2},
    title = {{Use and Abuse of Non-Vocal Communication Aids}},
    url = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&-format=detail.htm\&-lay=list\&-max=20\&-recid=32779\&-find=},
    volume = {1},
    year = {1982}
}

@article{citeulike:12589628,
    abstract = {{ This study evaluated the communicative interaction skills of seven young men (ages 19-23 years) who had used AAC systems for at least 15 years. Turn-taking patterns, use of communicative functions, and linguistic complexity were analyzed. Current performance was compared to the participants' skills when they were preschoolers and participated in another study of interaction skills (Light, 1985; Light, Collier, \& Parnes, 1985a,b,c). Results indicated that the turn distribution between partners was more equitable than it had been when the participants were preschoolers; five of the participants approached reciprocity in turn taking during at least two of the interactions observed. During interactions with their caregivers, the participants fulfilled most of their obligatory turns and more than half of their non-obligatory turns. The communicative functions used most frequently by the participants were confirmations/denials and provisions of information. Three of the participants demonstrated the ability to use complete and complex syntax and committed few errors in grammar, while the other four participants demonstrated many syntactic errors. The results are discussed with implications for clinical practice and directions for future research. }},
    author = {Lund, Shelley K. and Light, Janice},
    citeulike-article-id = {12589628},
    citeulike-attachment-1 = {lund_07_longterm_916876.pdf; /pdf/user/acecentre/article/12589628/916876/lund_07_longterm_916876.pdf; ab78bbe921eac8fc50d55f486204000957fac045},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610600720442},
    date-added = {2013-08-20 15:21:10},
    doi = {10.1080/07434610600720442},
    file = {lund_07_longterm_916876.pdf},
    journal = {Augmentative and alternative communication (Baltimore, Md. : 1985)},
    keywords = {aac, communication, dgeyeprep, evaluation, interaction, outcomes, *ww-import},
    month = mar,
    number = {1},
    pages = {1--15},
    priority = {2},
    title = {{Long-term outcomes for individuals who use augmentative and alternative communication: part II--communicative interaction.}},
    url = {http://dx.doi.org/10.1080/07434610600720442},
    volume = {23},
    year = {2007}
}

@article{citeulike:12589627,
    abstract = {{10.1177/108835769801300303 The use of simple augmentative and alternative communication systems for physically able individuals with autism and severe disabilities has not been sufficiently explored. Individuals with severe physical disabilities have used switches primarily to gain control over their environment, yet these switches have the potential to also serve as communication strategies. Thus, investigation of switch training for communicative purposes is warranted. This action-oriented study examined the effects of switch training on the communication of four functionally nonverbal students with severe disabilities and autism. Several elements of communication were investigated: (a) number of communicative interactions, (b) number of spontaneous communicative interactions, (c) percentage of independent communicative interactions, and (d) number of verbalizations. Results indicated that switch training was an effective strategy for helping the students communicate a simple message. The benefits of switch use and implications for future research are discussed.}},
    author = {Dyches, Tina T.},
    citeulike-article-id = {12589627},
    citeulike-attachment-1 = {dyches_98_effects_916877.pdf; /pdf/user/acecentre/article/12589627/916877/dyches_98_effects_916877.pdf; 0e23e01f9dc395ecee64c740c61ddaeb49b13bf9},
    citeulike-linkout-0 = {http://dx.doi.org/10.1177/108835769801300303},
    date-added = {2013-08-20 15:21:10},
    day = {1},
    doi = {10.1177/108835769801300303},
    file = {dyches_98_effects_916877.pdf},
    journal = {Focus on Autism and Other Developmental Disabilities},
    keywords = {aac, autism, children, communication, disabilities, switch, *ww-import},
    month = jan,
    number = {3},
    pages = {151--162},
    priority = {2},
    title = {{Effects of Switch Training on the Communication of Children with Autism and Severe Disabilities}},
    url = {http://dx.doi.org/10.1177/108835769801300303},
    volume = {13},
    year = {1998}
}

@article{2410706220060901,
    abstract = {{This paper provides results of a descriptive analysis of peer-reviewed, single subject design, intervention research on augmentative and alternative communication (AAC) for individuals with severe disabilities, from birth to 21 years, published in English between 1997 and 2003. A database of 40 studies was found that met seven specified criteria. The descriptive analysis showed that a variety of antecedent, both adult and child directed, and consequent intervention components, typically used in combination, were effective in improving communication. Most research contexts were rated as less natural. Parents, teachers, and siblings or peers were infrequently involved in intervention. When problem behavior and communication were targeted, functional communication training (FCT) was the method of choice. Treatment integrity was infrequently measured. When measured, generalization and maintenance of treatment effects were good but were reported less than half of the time. Implications for}},
    author = {Snell, Martha E. and Chen, Lih Y. and Hoover, Kathryn},
    citeulike-article-id = {12589626},
    citeulike-attachment-1 = {snell_06_teaching_916878.pdf; /pdf/user/acecentre/article/12589626/916878/snell_06_teaching_916878.pdf; ef0ad4685678e166ea234f94ca250629eb6dd713},
    citeulike-linkout-0 = {http://search.ebscohost.com/login.aspx?direct=true\&\#38;db=ehh\&\#38;AN=24107062\&\#38;site=ehost-live},
    date-added = {2013-08-20 15:21:10},
    file = {snell_06_teaching_916878.pdf},
    journal = {Research \& Practice for Persons with Severe Disabilities},
    keywords = {aac, children, communication, disabilities, review, *ww-import},
    number = {3},
    priority = {2},
    title = {{Teaching Augmentative and Alternative Communication to Students With Severe Disabilities: A Review of Intervention Research 1997-2003.}},
    url = {http://search.ebscohost.com/login.aspx?direct=true\&db=ehh\&AN=24107062\&site=ehost-live},
    volume = {31},
    year = {2006}
}
@article{citeulike:12589626,
    abstract = {{This paper provides results of a descriptive analysis of peer-reviewed, single subject design, intervention research on augmentative and alternative communication (AAC) for individuals with severe disabilities, from birth to 21 years, published in English between 1997 and 2003. A database of 40 studies was found that met seven specified criteria. The descriptive analysis showed that a variety of antecedent, both adult and child directed, and consequent intervention components, typically used in combination, were effective in improving communication. Most research contexts were rated as less natural. Parents, teachers, and siblings or peers were infrequently involved in intervention. When problem behavior and communication were targeted, functional communication training (FCT) was the method of choice. Treatment integrity was infrequently measured. When measured, generalization and maintenance of treatment effects were good but were reported less than half of the time. Implications for}},
    author = {Snell, Martha E. and Chen, Lih Y. and Hoover, Kathryn},
    citeulike-article-id = {12589626},
    citeulike-attachment-1 = {snell_06_teaching_916878.pdf; /pdf/user/acecentre/article/12589626/916878/snell_06_teaching_916878.pdf; ef0ad4685678e166ea234f94ca250629eb6dd713},
    citeulike-linkout-0 = {http://search.ebscohost.com/login.aspx?direct=true\&\#38;db=ehh\&\#38;AN=24107062\&\#38;site=ehost-live},
    date-added = {2013-08-20 15:21:10},
    file = {snell_06_teaching_916878.pdf},
    journal = {Research \& Practice for Persons with Severe Disabilities},
    keywords = {aac, children, communication, disabilities, review, *ww-import},
    number = {3},
    priority = {2},
    title = {{Teaching Augmentative and Alternative Communication to Students With Severe Disabilities: A Review of Intervention Research 1997-2003.}},
    url = {http://search.ebscohost.com/login.aspx?direct=true\&db=ehh\&AN=24107062\&site=ehost-live},
    volume = {31},
    year = {2006}
}

@article{citeulike:12589625,
    abstract = {{PURPOSE: To develop a portable computerised communication aid for aphasic people to support communication in everyday life. METHOD: A multidisciplinary team of aphasiologists, augmentative and alternative communication specialists, speech and language therapists and technicians developed a portable, modular system, PCAD (portable communication assistant for people with dysphasia), running on a commercially available handheld computer. The system was tested in a multiple case study. Aphasia therapy services In the UK, Portugal and The Netherlands referred 28 people with aphasia, who were considered eligible for a computerised communication aid. Participants were trained following a protocol and used the device in self-chosen real life settings. RESULTS: Six of the 28 selected aphasic patients decided not to test the device; 22 participated in the training. All 22 learned to operate the aid, 17 used it functionally, in everyday life. Five people did not use the aid outside the therapy room, although they were able to operate the aid and to use it in role play. These unsuccessful clients were younger, and tended to have a shorter duration of the aphasia. CONCLUSIONS: Carefully selected aphasic patients may benefit from a computerised communication aid, using it functionally in everyday communicative settings.}},
    address = {Rijndam Rehabilitation Centre, Rotterdam, The Netherlands. m.sandt@rijndam.nl},
    author = {van de Sandt-Koenderman, M. and Wiegers, J. and Hardy, P.},
    citeulike-article-id = {12589625},
    citeulike-attachment-1 = {van_de_sandt-koenderman_05_computerised_916879.pdf; /pdf/user/acecentre/article/12589625/916879/van_de_sandt-koenderman_05_computerised_916879.pdf; 78c4c321b0f53a8d46186f34d1cb07bde359d4ea},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/09638280400018635},
    date-added = {2013-08-20 15:21:10},
    day = {6},
    doi = {10.1080/09638280400018635},
    file = {van_de_sandt-koenderman_05_computerised_916879.pdf},
    journal = {Disability and rehabilitation},
    keywords = {aac, aphasia, communication, computer, *ww-import},
    month = may,
    number = {9},
    pages = {529--533},
    priority = {2},
    title = {{A computerised communication aid for people with aphasia.}},
    url = {http://dx.doi.org/10.1080/09638280400018635},
    volume = {27},
    year = {2005}
}

@article{citeulike:12589624,
    abstract = {{This paper presents the results of communication skills assessments for two groups of 20 children who had four-limb cerebral palsy. Group 1 children were unintelligible out of context, group 2 children were intelligible to their parents. The pragmatic functions used by children in conversation with their mothers and during a semi-structured communication skills assessment were compared. Children in group 1 produced more functions of communication in the scripted assessment than in conversation with their mothers. No clear difference was observed for children whose speech was intelligible without contextual cues. The implications for practice are discussed. 10.1177/026565909901500204}},
    author = {Pennington, Lindsay},
    citeulike-article-id = {12589624},
    citeulike-attachment-1 = {pennington_99_assessing_916880.pdf; /pdf/user/acecentre/article/12589624/916880/pennington_99_assessing_916880.pdf; dd6eee2fde22041aed23b57c72035af7e628da4b},
    citeulike-linkout-0 = {http://dx.doi.org/10.1177/026565909901500204},
    date-added = {2013-08-20 15:21:10},
    day = {1},
    doi = {10.1177/026565909901500204},
    file = {pennington_99_assessing_916880.pdf},
    journal = {Child Language Teaching and Therapy},
    keywords = {aac, assessment, communication, cp, speech, *ww-import},
    month = jun,
    number = {2},
    pages = {159--169},
    priority = {2},
    title = {{Assessing the communication skills of children with cerebral palsy: does speech intelligibility make a difference?}},
    url = {http://dx.doi.org/10.1177/026565909901500204},
    volume = {15},
    year = {1999}
}

@article{citeulike:12589623,
    abstract = {{Children who are severely physically handicapped and non-speaking may be assessed for recommendation of an augmentative communica tion system. A working model of assessment, developed at the Com munication Aids Centre at The Wolfson Centre, London, is presented and illustrated with three case studies. The paper includes discussion of the prerequisite skills for use of a communication aid, and consideration of important factors in the child's environment, such as training opportunities and the expectations of communication partners, which affect the success of the outcome. 10.1177/026565909000600306}},
    author = {Jones, Susan and Jolleff, Nicola and Mcconachie, Helen and Wisbeach, Alison},
    citeulike-article-id = {12589623},
    citeulike-attachment-1 = {jones_90_model_916881.pdf; /pdf/user/acecentre/article/12589623/916881/jones_90_model_916881.pdf; 2059db91bf774d2e2e755305b3e8b56503d6ed95},
    citeulike-linkout-0 = {http://dx.doi.org/10.1177/026565909000600306},
    date-added = {2013-08-20 15:21:10},
    day = {1},
    doi = {10.1177/026565909000600306},
    file = {jones_90_model_916881.pdf},
    journal = {Child Language Teaching and Therapy},
    keywords = {aac, assessment, childre, model, *ww-import},
    month = jan,
    number = {3},
    pages = {305--321},
    priority = {2},
    title = {{A model for assessment of children for augmentative communication systems}},
    url = {http://dx.doi.org/10.1177/026565909000600306},
    volume = {6},
    year = {1990}
}

@article{citeulike:12589622,
    abstract = {{For children who depend on devices to communicate, the rate of communication is a primary determinant of success. For children with motor impairments, the rate of communication may be limited by inability to contact buttons or cells rapidly or accurately. It is, therefore, essential to know how to adjust the device interface in order to maximize each child's rate of communication. The optimal rate of communication is determined by the channel capacity, which is the maximum value of the information rate for all possible keyboard button or cell layouts for the communication device. We construct a mathematical model for the information rate based on the relationship between movement time and the number of buttons per screen, the size of the buttons, and the length of a sequence of buttons that must be pressed to communicate each word in the vocabulary. We measure the parameters of the model using a custom-programmed touchscreen interface in 10 children with disorders of arm movement due to cerebral palsy who use a DynaVox communication device. We measure the same parameters in 20 healthy control subjects. We show that the model approximates the measured information rate and that the information rate is lower in children with motor impairments compared with control subjects. The theory predicts that for each child there is a combination of button size and number that maximizes the predicted information rate and thereby achieves communication at the optimal channel capacity. Programming communication devices with each child's predicted optimal parameters improved the communication rate in five of the ten children, compared with programming by professionals. Therefore, measurement of information rate may provide an assessment of the effect of motor disorders on success in assisted communication. Optimization of the information rate may be useful for programming assisted communication devices.}},
    author = {Sanger, T. D. and Henderson, J.},
    citeulike-article-id = {12589622},
    citeulike-linkout-0 = {http://dx.doi.org/10.1109/tnsre.2007.903969},
    date-added = {2013-08-20 15:21:10},
    doi = {10.1109/tnsre.2007.903969},
    journal = {IEEE transactions on neural systems and rehabilitation engineering : a publication of the IEEE Engineering in Medicine and Biology Society},
    keywords = {aac, assessment, children, devices, dgeyeprep, impairments, motor, outcomes, touchscreen, *ww-import},
    month = sep,
    number = {3},
    pages = {458--468},
    priority = {2},
    title = {{Optimizing assisted communication devices for Children with motor impairments using a model of information rate and channel capacity.}},
    url = {http://dx.doi.org/10.1109/tnsre.2007.903969},
    volume = {15},
    year = {2007}
}

@article{citeulike:12589621,
    abstract = {{This article provided an introduction to AAC systems for children and adolescents with severe spoken-language disorders. Over the last decade, significant advances have been made in assessment and intervention approaches. For children with severe spoken communication disabilities, the AAC assessment is an ongoing process that includes information about the child's communication development, the child's environments, and the child's physical abilities. Children with severe disabilities who use AAC systems can demonstrate communication achievements far beyond traditional expectations. Recommended assessment and intervention practices are continuing to develop and the future is certainly optimistic for children with severe spoken-language disorders who may use AAC to communicate.}},
    author = {Sevcik, R. A. and Romski, M. A.},
    citeulike-article-id = {12589621},
    citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/9894030},
    date-added = {2013-08-20 15:21:10},
    journal = {Child and adolescent psychiatric clinics of North America},
    keywords = {aac, children, issues, psychiatry, review, *ww-import},
    month = jan,
    number = {1},
    pages = {77--87},
    priority = {2},
    title = {{Issues in augmentative and alternative communication in child psychiatry.}},
    url = {http://view.ncbi.nlm.nih.gov/pubmed/9894030},
    volume = {8},
    year = {1999}
}

@inproceedings{citeulike:12589620,
    abstract = {{Neuroanatomical evidence indicates the human eye's visual field can be functionally divided into two vertical hemifields, each specialized for specific functions. The upper visual field (UVF) is specialized to support perceptual tasks in the distance, while the lower visual field (LVF) is specialized to support visually-guided motor tasks, such as pointing. We present a user study comparing mouse- and touchscreen-based pointing for items presented in the UVF and LVF on an interactive display. Consistent with the neuroscience literature, we found that mouse and touchscreen pointing were faster and more accurate for items presented in the LVF when compared to pointing at identical targets presented in the UVF. Further analysis found previously unreported performance differences between the visual fields for touchscreen pointing that were not observed for mouse pointing. This indicates that a placement of interactive items favorable to the LVF yields superior user performance, especially for systems dependent on direct touch interactions.}},
    address = {New York, NY, USA},
    author = {Po, Barry A. and Fisher, Brian D. and Booth, Kellogg S.},
    booktitle = {CHI '04: Proceedings of the SIGCHI conference on Human factors in computing systems},
    citeulike-article-id = {12589620},
    citeulike-linkout-0 = {http://dx.doi.org/10.1145/985692.985738},
    date-added = {2013-08-20 15:21:10},
    doi = {10.1145/985692.985738},
    keywords = {aac, at, control, touchscreen, vision, visual, *ww-import},
    location = {Vienna, Austria},
    pages = {359--366},
    priority = {2},
    publisher = {ACM},
    title = {{Mouse and touchscreen selection in the upper and lower visual fields}},
    url = {http://dx.doi.org/10.1145/985692.985738},
    year = {2004}
}

@article{citeulike:12589619,
    abstract = {{The paper provides basic information about positioning for augmentative and alternative communication, by reviewing some of the communication needs of students severely disabled by cerebral palsy. The wheelchair is proposed as the primary position for use of a communication aid, and guidelines are presented for good wheelchair positioning. (JDD)}},
    author = {McEwen, Irene R. and Lloyd, Lyle L.},
    citeulike-article-id = {12589619},
    citeulike-attachment-1 = {mcewen_90_positioning_916882.pdf; /pdf/user/acecentre/article/12589619/916882/mcewen_90_positioning_916882.pdf; f4a62c028370009828047b488fa55a549e63df0d},
    citeulike-linkout-0 = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ405259},
    date-added = {2013-08-20 15:21:10},
    day = {0},
    file = {mcewen_90_positioning_916882.pdf},
    journal = {Language, Speech, and Hearing Services in Schools},
    keywords = {aac, cerebral-palsy, cp, positioning, seating, technology, *ww-import},
    number = {1},
    pages = {15--21},
    priority = {2},
    title = {{Positioning Students with Cerebral Palsy to Use Augmentative and Alternative Communication.}},
    url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ405259},
    volume = {21},
    year = {1990}
}

@inproceedings{citeulike:12589618,
    abstract = {{Word prediction systems can reduce the number of keystrokes required to form a message in a letter-based AAC system. It has been questioned, however, whether such savings translate into an enhanced communication rate due to the additional overhead (e.g., shifting of focus and repeated scanning of a prediction list) required in using such a system. Our hypothesis is that word prediction has high potential for enhancing AAC communication rate, but the amount is dependent in a complex way on the accuracy of the predictions. Due to significant user interface variations in AAC systems and the potential bias of prior word prediction experience on existing devices, this hypothesis is difficult to verify. We present a study of two different word prediction methods compared against letter-by-letter entry at simulated AAC communication rates. We find that word prediction systems can in fact speed communication rate (an advanced system gave a 58.6\% improvement), and that a more accurate word prediction system can raise communication rate higher than is explained by the additional accuracy of the system alone due to better utilization (93.6\\ utilization for advanced vs. 78.2\% for basic).}},
    address = {Anaheim, CA, USA},
    author = {Trnka, Keith and McCaw, John and Yarrington, Debra and McCoy, Kathleen F. and Pennington, Christopher},
    booktitle = {Telehealth/AT '08: Proceedings of the IASTED International Conference on Telehealth/Assistive Technologies},
    citeulike-article-id = {12589618},
    citeulike-attachment-1 = {trnka_08_word_916883.pdf; /pdf/user/acecentre/article/12589618/916883/trnka_08_word_916883.pdf; 05544cfbec316fbb78b867d41d392a11849daef0},
    citeulike-linkout-0 = {http://portal.acm.org/citation.cfm?id=1722763.1722768},
    date-added = {2013-08-20 15:21:10},
    file = {trnka_08_word_916883.pdf},
    keywords = {aac, communication, speed, word-prediction, *ww-import},
    location = {Baltimore, Maryland},
    pages = {19--24},
    priority = {2},
    publisher = {ACTA Press},
    title = {{Word prediction and communication rate in AAC}},
    url = {http://portal.acm.org/citation.cfm?id=1722763.1722768},
    year = {2008}
}

@article{citeulike:12589617,
    abstract = {{Historically, access in augmentative and alternative communication (AAC) has been conceptualized as the physical operation of AAC technologies; more recently, research and development in the cognitive and social sciences has helped to broaden the concept to include a range of human factors involved in the successful use of AAC technologies in social interactions. The goal of this article is to expand the current understanding of communication access by providing a conceptual framework for examining AAC access, evaluating recent scientific and technical advances in the areas of AAC, and discussing the challenges to accessing AAC technologies for a range of communication activities.}},
    author = {Higginbotham, D. Jeffery and Shane, Howard and Russell, Susanne and Caves, Kevin},
    citeulike-article-id = {12589617},
    citeulike-attachment-1 = {higginbotham_07_access_916884.pdf; /pdf/user/acecentre/article/12589617/916884/higginbotham_07_access_916884.pdf; c0a62e93b83b7e59443a948924e5ce0609d70407},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610701571058},
    date-added = {2013-08-20 15:21:10},
    day = {1},
    doi = {10.1080/07434610701571058},
    file = {higginbotham_07_access_916884.pdf},
    journal = {Augmentative and Alternative Communication},
    keywords = {aac, access, eyegaze, future, history, otaccess, review, *ww-import},
    month = jan,
    number = {3},
    pages = {243--257},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {{Access to AAC: Present, past, and future}},
    url = {http://dx.doi.org/10.1080/07434610701571058},
    volume = {23},
    year = {2007}
}

@article{citeulike:12589616,
    abstract = {{The development of assistive technology (AT) and augmentative and alternative communication (AAC) interventions for young children with disabilities is rapidly expanding with a range of no-tech, low-tech, and high-tech approaches to provide access to adapted and augmented tools for participation in inclusive early childhood settings. Discrepancies exist in the legal requirements to consider AT and AAC for all children in the IFSP/IEP planning process. Researchers in the applications of AT and AAC with young children identify the importance of activity-based approaches that infuse AT methods and AAC systems within natural routines for young children. This article focuses on the development of an AT Toolkit Guide for early intervention and early childhood providers. The development of the AT Toolkit concept, content, and applications is based on research-based methods and tools with demonstrated effectiveness to promote language development, emergent literacy skills, play, mobility, and interaction with the environment for young children with disabilities. Suggested items, sources, applications and development guidelines for the SWEET AT Toolkit are provided. 10.1044/aac18.1.11}},
    author = {Sadao, Kathleen C. and Brown, Jennifer and Grant, Debbie},
    citeulike-article-id = {12589616},
    citeulike-linkout-0 = {http://dx.doi.org/10.1044/aac18.1.11},
    date-added = {2013-08-20 15:21:10},
    day = {1},
    doi = {10.1044/aac18.1.11},
    journal = {Perspectives on Augmentative and Alternative Communication},
    keywords = {aac, assessment, children, development, otaccess, paediatric, technology, tool, *ww-import},
    month = apr,
    number = {1},
    pages = {11--20},
    priority = {2},
    title = {{Assistive Technology Toolkit to Increase Access to Early Learning Environments for Young Children With Disabilities}},
    url = {http://dx.doi.org/10.1044/aac18.1.11},
    volume = {18},
    year = {2009}
}

@article{citeulike:12589615,
    abstract = {{This paper proposes a definition of communicative competence for individuals using augmentative and alternative communication (AAC) systems. The proposed definition suggests that communicative competence is a relative and dynamic, interpersonal construct based on functionality of communication, adequacy of communication, and sufficiency of knowledge, judgement, and skill in four interrelated areas: linguistic competence, operational competence, social competence, and strategic competence. Linguistic and operational competencies refer to knowledge and skills in the use of the tools of communication; social and strategic competencies reflect functional knowledge and judgement in interaction. The paper urges future research to validate the proposed definition of communicative competence and suggests some implications for assessment and intervention in the AAC field. This paper proposes a definition of communicative competence for individuals using augmentative and alternative communication (AAC) systems. The proposed definition suggests that communicative competence is a relative and dynamic, interpersonal construct based on functionality of communication, adequacy of communication, and sufficiency of knowledge, judgement, and skill in four interrelated areas: linguistic competence, operational competence, social competence, and strategic competence. Linguistic and operational competencies refer to knowledge and skills in the use of the tools of communication; social and strategic competencies reflect functional knowledge and judgement in interaction. The paper urges future research to validate the proposed definition of communicative competence and suggests some implications for assessment and intervention in the AAC field.}},
    author = {Light, Janice},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {12589615},
    citeulike-attachment-1 = {light_89_toward_1041886.pdf; /pdf/user/acecentre/article/12589615/1041886/light_89_toward_1041886.pdf; b677423bf745f283dfdb12e19547b309d3e88fb6},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434618912331275126},
    date-added = {2013-08-20 15:21:09},
    day = {1},
    doi = {10.1080/07434618912331275126},
    file = {light_89_toward_1041886.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, communication, slt, speech, *ww-import},
    month = jan,
    number = {2},
    pages = {137--144},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {{Toward a definition of communicative competence for individuals using augmentative and alternative communication systems}},
    url = {http://dx.doi.org/10.1080/07434618912331275126},
    volume = {5},
    year = {1989}
}

@misc{citeulike:12589614,
    abstract = {{The goal of the study was to compare two approaches to selection techniques in augmentative and alternative communication systems: Traditional and Zoom-In selection. The study compared normally developing children's accuracy rate between the two highlighting techniques. Results indicated no significant differences between the two techniques, even though the Zoom-In selection was hypothesized to be more effective. Experience with computers, parental prompting, and age may have played a role in the children's accuracy rates between the two highlighting techniques. Further research is required to investigate these techniques with a larger number of children.}},
    author = {Jones, Johnathan C. W. and McNaughton, David and McCarthy, John},
    citeulike-article-id = {12589614},
    citeulike-attachment-1 = {jones_03_investigation_916885.pdf; /pdf/user/acecentre/article/12589614/916885/jones_03_investigation_916885.pdf; 988f386c869cd24ec285537f78cb591ebc5b7f30},
    citeulike-linkout-0 = {http://www.gradsch.psu.edu/diversity/srop/2003sroppapers.html},
    date-added = {2013-08-20 15:21:09},
    file = {jones_03_investigation_916885.pdf},
    journal = {Penn State Summer Research Opportunities Program (SROP)},
    keywords = {aac, access, otaccess, scanning, switch, *ww-import},
    month = jul,
    priority = {2},
    publisher = {The Pennsylvania State University},
    series = {Penn State Summer Research Opportunity Program 2003},
    title = {{An investigation of two methods to access computers for young children}},
    url = {http://www.gradsch.psu.edu/diversity/srop/2003sroppapers.html},
    volume = {11},
    year = {2003}
}

@article{citeulike:12589613,
    abstract = {{Individuals who use augmentative and alternative communication (AAC) depend on technology to meet their daily needs and form relationships. Speech generating devices (SGDs) are integral components of communication systems. Reliability of SGDs is critical for effective use in everyday life. This study examined the reliability of new SGDs and found that mean time to first failure was 42.7 (SD = 41.2) weeks and at least 40\% required repairs within the first year of use. The components that most frequently broke down were touch screens, wiring, main boards, batteries, memory cards, and AC adaptors. The costs of repairing SGDs were analyzed. The clinical implications of device breakdown are identified for key stakeholders, including clients, families, service providers, funding agencies, and manufacturers.}},
    author = {Shepherd, Tracy A. and Campbell, Kent A. and Renzoni, Anne M. and Sloan, Nahum},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {12589613},
    citeulike-attachment-1 = {shepherd_09_reliability_916886.pdf; /pdf/user/acecentre/article/12589613/916886/shepherd_09_reliability_916886.pdf; 7e2ac7eeffef4727b6362f49a93ecca7b31de419},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610902996104},
    date-added = {2013-08-20 15:21:09},
    day = {1},
    doi = {10.1080/07434610902996104},
    file = {shepherd_09_reliability_916886.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, *ww-import},
    month = jan,
    number = {3},
    pages = {145--153},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {{Reliability of Speech Generating Devices: A 5-Year Review}},
    url = {http://dx.doi.org/10.1080/07434610902996104},
    volume = {25},
    year = {2009}
}

@article{citeulike:12589612,
    abstract = {{Case studies are an accepted method for reporting treatment outcomes. However, to be useful and authentic, a systematic and principled approach to collecting, analyzing, and reporting case data must be observed. This paper proposes a basic case study format for documenting augmentative and alternative communication (AAC) intervention to ensure reliable and valid measurement of performance and outcomes for evidence-based practice. An example case study of an adult with cerebral palsy who relies on AAC is presented to show how the principles of evidence-based practice (EBP) and performance measurement were applied to the AAC assessment process. AAC service delivery requires performance and outcomes measurement to lead to effective communication and improved quality of life. Reliable and validated methods of reporting data allow for consistency and the comparison of performance and outcome measures so decisions are not based on impressions of effectiveness, but actual results.}},
    author = {Hill, Katya},
    citeulike-article-id = {12589612},
    citeulike-attachment-1 = {hill_06_case_916887.pdf; /pdf/user/acecentre/article/12589612/916887/hill_06_case_916887.pdf; 18e802335c86b7d62c7d65941f4698d56cc70db0},
    citeulike-linkout-0 = {http://www.atia.org/i4a/pages/index.cfm?pageid=3314},
    date-added = {2013-08-20 15:21:09},
    file = {hill_06_case_916887.pdf},
    institution = {ATIA},
    journal = {Assistive Technology Outcomes and Benefits},
    keywords = {aac, assistive-technology, at, outcome-measures, outcomes, *ww-import},
    number = {1},
    priority = {2},
    title = {{A Case Study Model for Augmentative and Alternative Communication Outcomes}},
    url = {http://www.atia.org/i4a/pages/index.cfm?pageid=3314},
    volume = {3},
    year = {2006}
}

@article{citeulike:12589611,
    author = {Vanderheiden, Gregg C.},
    citeulike-article-id = {12589611},
    citeulike-attachment-1 = {vanderheiden_02_journey_1054156.pdf; /pdf/user/acecentre/article/12589611/1054156/vanderheiden_02_journey_1054156.pdf; c9a7d8a43e81ec74518ee867125064aba97044a9},
    citeulike-linkout-0 = {http://www.rehab.research.va.gov/jour/02/39/6/sup/vanderheiden.html},
    date-added = {2013-08-20 15:21:09},
    file = {vanderheiden_02_journey_1054156.pdf},
    journal = {Journal of Rehabilitation Research and Development},
    keywords = {aac, access, computer, history, otaccess, *ww-import},
    month = nov,
    number = {6},
    pages = {39--53},
    priority = {2},
    title = {{A journey through early augmentative communication and computer access}},
    url = {http://www.rehab.research.va.gov/jour/02/39/6/sup/vanderheiden.html},
    volume = {39},
    year = {2002}
}

@article{citeulike:12589610,
    author = {Price, Katy},
    citeulike-article-id = {12589610},
    citeulike-attachment-1 = {price_promoting_917626.pdf; /pdf/user/acecentre/article/12589610/917626/price_promoting_917626.pdf; 9e45b152165a3d5b974d548d2429d0c1cb3b19a4},
    date-added = {2013-08-20 15:21:09},
    file = {price_promoting_917626.pdf},
    journal = {Communication Matters},
    keywords = {aac, communication, games, mobility, play, *ww-import},
    number = {2},
    pages = {22--23},
    priority = {2},
    title = {{Promoting Successful Communication: Games and Activities to Encourage Specific Communication Functions}},
    volume = {9}
}

@article{citeulike:12589609,
    abstract = {{This issue highlight the risks associated with using computers and AAC devices, and advocates for the use of approaches that will protect AAC users from repetetive stress injuries (RSI) throughout their lives.}},
    author = {Blackstone, Sarah W.},
    citeulike-article-id = {12589609},
    citeulike-attachment-1 = {blackstone_95_repetitive_917627.pdf; /pdf/user/acecentre/article/12589609/917627/blackstone_95_repetitive_917627.pdf; cab3b30657862c10a3590a344c4215d2e1305a2a},
    citeulike-linkout-0 = {http://www.augcominc.com/newsletters/?fuseaction=newsletters},
    date-added = {2013-08-20 15:21:09},
    file = {blackstone_95_repetitive_917627.pdf},
    journal = {Augmentative Communication News},
    keywords = {aac, injury, overuse, overview, rsi, *ww-import},
    month = apr,
    priority = {2},
    title = {{Repetitive strain/Stress Injuries and AAC}},
    url = {http://www.augcominc.com/newsletters/?fuseaction=newsletters},
    year = {1995}
}

@inproceedings{citeulike:12589608,
    abstract = {{This paper investigates the usability of gaze-typing systems for disabled people in a broad perspective that takes into account the usage scenarios and the particular users that these systems benefit. Design goals for a gaze-typing system are identified: productivity above 25 words per minute, robust tracking, high availability, and support of multimodal input. A detailed investigation of the efficiency and user satisfaction with a Danish and a Japanese gaze-typing system compares it to head- and mouse (hand) - typing. We found gaze typing to be more erroneous than the other two modalities. Gaze typing was just as fast as head typing, and both were slower than mouse (hand-) typing. Possibilities for design improvements are discussed.}},
    address = {New York, NY, USA},
    author = {Hansen, John P. and T{\o}rning, Kristian and Johansen, Anders S. and Itoh, Kenji and Aoki, Hirotaka},
    booktitle = {Proceedings of the 2004 symposium on Eye tracking research \& applications},
    citeulike-article-id = {12589608},
    citeulike-attachment-1 = {hansen_04_gaze_916950.pdf; /pdf/user/acecentre/article/12589608/916950/hansen_04_gaze_916950.pdf; bf2a1785885d5a7db09be13c5080d8cf640c76e0},
    citeulike-linkout-0 = {http://dx.doi.org/10.1145/968363.968389},
    comment = {Quite critical of eyegaze as an access method in places. Note that gaze is quite lowdown the scale of efficiency. Gaze is un-natural. "Gaze-typing systems should be fast, efficient, and reliable. Novice users tested on the GazeTalk system do not achieve the goal range of +25 wpm or +45 cpm. Gaze interaction was found to be slower than mouse/hand interaction and more erroneous than head interaction. "},
    date-added = {2013-08-20 15:21:09},
    doi = {10.1145/968363.968389},
    file = {hansen_04_gaze_916950.pdf},
    keywords = {aac, eyegaze, otaccess, rsi, sepaper, *ww-import},
    location = {San Antonio, Texas},
    pages = {131--138},
    priority = {2},
    publisher = {ACM},
    series = {ETRA '04},
    title = {{Gaze typing compared with input by head and hand}},
    url = {http://dx.doi.org/10.1145/968363.968389},
    year = {2004}
}

@inproceedings{citeulike:12589607,
    abstract = {{We are building a tool that helps children with Complex Communication Needs (CCN) to create stories about their day at school. The tool uses Natural Language Generation (NLG) technology to create a draft story based on sensor data of the child's activities, which the child can edit. This work is still in its early stages, but we believe it has great potential to support interactive personal narrative which is not well supported by current Augmentative and Alternative Communication (AAC) tools.}},
    address = {Stroudsburg, PA, USA},
    author = {Black, Rolf and Reddington, Joe and Reiter, Ehud and Tintarev, Nava and Waller, Annalu},
    booktitle = {Proceedings of the NAACL HLT 2010 Workshop on Speech and Language Processing for Assistive Technologies},
    citeulike-article-id = {12589607},
    citeulike-linkout-0 = {http://portal.acm.org/citation.cfm?id=1867751},
    date-added = {2013-08-20 15:21:09},
    keywords = {aac, communication, nlg, *ww-import},
    location = {Los Angeles, California},
    pages = {1--9},
    priority = {2},
    publisher = {Association for Computational Linguistics},
    series = {SLPAT '10},
    title = {{Using NLG and sensors to support personal narrative for children with complex communication needs}},
    url = {http://portal.acm.org/citation.cfm?id=1867751},
    year = {2010}
}

@article{citeulike:12589606,
    abstract = {{ Speech-language pathologists, special education teachers, and occupational therapists are all likely to encounter individuals with complex communication needs who require augmentative and alternative communication (AAC) in clinical and educational practice. The research on preservice AAC training for these professionals was thus reviewed to investigate the adequacy and effectiveness of current practices. Results indicate that many preservice programs offer minimal AAC training, faculty members have minimal expertise in AAC, and the effectiveness of preservice programs in equipping professionals for entry-level AAC practice is unclear. Speech-language pathologists, special education teachers, and occupational therapists may thus be at risk of graduating with minimal to no exposure to AAC, with little knowledge or skill in AAC service provision, and may be unprepared for entry-level practice. Strengths and limitations of the reviewed research and future research directions are discussed, along with implications for improving preservice training in AAC. }},
    author = {Costigan, F. Aileen and Light, Janice},
    citeulike-article-id = {12589606},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/10400435.2010.492774},
    date-added = {2013-08-20 15:21:09},
    doi = {10.1080/10400435.2010.492774},
    journal = {Assistive technology : the official journal of RESNA},
    keywords = {aac, competencies, occupational-therapy, *ww-import},
    number = {4},
    priority = {2},
    title = {{A review of preservice training in augmentative and alternative communication for speech-language pathologists, special education teachers, and occupational therapists.}},
    url = {http://dx.doi.org/10.1080/10400435.2010.492774},
    volume = {22},
    year = {2010}
}

@article{citeulike:12589605,
    abstract = {{A speech-language pathologist and occupational therapist specializing in assistive technology were requested to assess an individual 2 years post hemorrhagic lesion in his brainstem, with significant medial issues, limited expressive communication skills, and motor function. The family wanted to determine if he had an adequate quality of life and whether he could provide informed consent if asked about the continuation or withdrawal of medical treatment to maintain his life. Issues discussed include determining competency for decision making regarding quality of life with individuals who cannot speak, write, or type, and what role the speech-language pathologist and occupational therapist can play in attempting to find these answers. A means of communication for this individual was identified that allowed him to provide information related to his preferences including physical state. Use of appropriate augmentative-alternative communication equipment and techniques became the means to further explore more complex medical decisions for this individual.}},
    author = {Diener, Bethany L. and Bischof-Rosarioz, Janet A.},
    citeulike-article-id = {12589605},
    citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/14872402},
    date-added = {2013-08-20 15:21:09},
    journal = {Topics in stroke rehabilitation},
    keywords = {aac, competencies, occupational-therapy, *ww-import},
    number = {1},
    pages = {84--88},
    priority = {2},
    title = {{Determining decision-making capacity in individuals with severe communication impairments after stroke: the role of augmentative-alternative communication (AAC).}},
    url = {http://view.ncbi.nlm.nih.gov/pubmed/14872402},
    volume = {11},
    year = {2004}
}

@article{citeulike:12589604,
    abstract = {{Service providers and policy makers should be cognizant of the contextual factors influencing health provider's decision to prescribe AAC devices.}},
    author = {Lindsay, Sally},
    citeulike-article-id = {12589604},
    citeulike-linkout-0 = {http://dx.doi.org/10.3109/17483101003718195},
    date-added = {2013-08-20 15:21:09},
    doi = {10.3109/17483101003718195},
    journal = {Disability and rehabilitation. Assistive technology},
    keywords = {aac, competencies, occupational-therapy, *ww-import},
    month = may,
    number = {3},
    pages = {209--222},
    priority = {2},
    title = {{Perceptions of health care workers prescribing augmentative and alternative communication devices to children.}},
    url = {http://dx.doi.org/10.3109/17483101003718195},
    volume = {5},
    year = {2010}
}

@article{citeulike:12589603,
    abstract = {{This study examines Prescription Review (PR), a model of teamwork practiced in Augmentative and Alternative Communication (AAC) centres in Ontario, Canada. PR is a process in which teams make decisions about AAC system recommendations. For this study, 92 out of 141 professionals working on AAC teams completed questionnaires measuring the benefits of PR. Findings suggest that PR is beneficial in the areas of learning, providing quality services, team support, and decision making. Participants reported satisfaction with the quality of treatment plan, the PR results, and process. Perceptions of PR were related to size of the teams, participants' years of experience, and the range of experience on teams. This study supports PR and highlights the importance of healthy working relationships.}},
    author = {Batorowicz, Beata and Shepherd, Tracy A.},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {12589603},
    citeulike-linkout-0 = {http://dx.doi.org/10.3109/07434618.2010.546809},
    date-added = {2013-08-20 15:21:09},
    day = {2},
    doi = {10.3109/07434618.2010.546809},
    journal = {Augment Altern Commun},
    keywords = {aac, competencies, occupational-therapy, *ww-import},
    month = feb,
    number = {1},
    pages = {16--25},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {{Teamwork in AAC: Examining Clinical Perceptions}},
    url = {http://dx.doi.org/10.3109/07434618.2010.546809},
    volume = {27},
    year = {2011}
}

@article{citeulike:12589602,
    abstract = {{The development of literacy skills in individuals who use augmentative and alternative communication (AAC) requires the collective efforts of collaborative literacy teams who have expertise in language, literacy, and AAC. Literacy teams responsible for teaching reading and writing skills to students with complex communication needs face many challenges including students who often cannot participate in conventional literacy activities (e.g., reading aloud), a lack of materials and resources, and poor professional preparation in the area of AAC and literacy. In the ongoing effort to improve the quality and effectiveness of literacy services provided to students who use AAC, it is important to evaluate the professional expertise of personnel involved in literacy assessment and intervention. This article uses the current research base to provide a discussion of several issues and challenges faced by school-based literacy teams who provide reading and writing services to students with complex communication needs. Future goals and directions for literacy teams striving to provide effective reading and writing services are also explored in a discussion aimed at the advancement of school-based literacy services for students who use AAC.}},
    author = {Fallon, Karen A. and Katz, Lauren A.},
    citeulike-article-id = {12589602},
    citeulike-attachment-1 = {fallon_08_augmentative_1054158.pdf; /pdf/user/acecentre/article/12589602/1054158/fallon_08_augmentative_1054158.pdf; 7e08634c41c03f3094015c08a3af2a25e2191d2c},
    citeulike-linkout-0 = {http://dx.doi.org/10.1055/s-2008-1079125},
    date-added = {2013-08-20 15:21:09},
    doi = {10.1055/s-2008-1079125},
    file = {fallon_08_augmentative_1054158.pdf},
    journal = {Seminars in speech and language},
    keywords = {aac, competencies, occupational-therapy, *ww-import},
    month = may,
    number = {2},
    pages = {112--119},
    priority = {2},
    title = {{Augmentative and alternative communication and literacy teams: facing the challenges, forging ahead.}},
    url = {http://dx.doi.org/10.1055/s-2008-1079125},
    volume = {29},
    year = {2008}
}

@article{citeulike:12589601,
    abstract = {{Through The Rehabilitation Act, the Technology Related Assistance for Individuals with Disabilities Act (The Tech Act), the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) of 1990, the federal government broadened the states' roles in increasing awareness and accessibility of assistive technology (AT) devices and services to children with disabilities. As a member of the AT team, the occupational therapy practitioner plays an integral role in selecting the most appropriate device, and working with parents and other professionals to integrate the device into a child's daily routines. This literature review presents a summary of available information on AT materials and strategies that assist infants, toddlers, and school-aged children with disabilities. We begin with a brief look at legislation affecting the provision of AT. Issues concerning the use of Electronic Aides of Daily Living (EADL), and strategies for successful manipulation are presented; followed by a discussion of play and leisure, mobility, and communication devices. Finally, we conclude with a discussion concerning the importance of measuring the effectiveness of AT devices and services. Through The Rehabilitation Act, the Technology Related Assistance for Individuals with Disabilities Act (The Tech Act), the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) of 1990, the federal government broadened the states' roles in increasing awareness and accessibility of assistive technology (AT) devices and services to children with disabilities. As a member of the AT team, the occupational therapy practitioner plays an integral role in selecting the most appropriate device, and working with parents and other professionals to integrate the device into a child's daily routines. This literature review presents a summary of available information on AT materials and strategies that assist infants, toddlers, and school-aged children with disabilities. We begin with a brief look at legislation affecting the provision of AT. Issues concerning the use of Electronic Aides of Daily Living (EADL), and strategies for successful manipulation are presented; followed by a discussion of play and leisure, mobility, and communication devices. Finally, we conclude with a discussion concerning the importance of measuring the effectiveness of AT devices and services.}},
    author = {Isabelle, Selena and Bessey, S. Fiona and Dragas, Kathryn L. and Blease, Patricia and Shepherd, Jayne T. and Lane, Shelly J.},
    booktitle = {Occupational Therapy in Health Care},
    citeulike-article-id = {12589601},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/j003v16n04\_03},
    date-added = {2013-08-20 15:21:09},
    day = {1},
    doi = {10.1080/j003v16n04\_03},
    journal = {Occup Ther Health},
    keywords = {aac, competencies, occupational-therapy, *ww-import},
    month = jan,
    number = {4},
    pages = {29--51},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {{Assistive Technology for Children with Disabilities}},
    url = {http://dx.doi.org/10.1080/j003v16n04\_03},
    volume = {16},
    year = {2003}
}

@article{citeulike:12589600,
    abstract = {{A three-pronged training and support model to develop competencies in augmentative and alternative communication (AAC) for professionals is described. It includes competency in AAC at an awareness level, basic AAC competencies for speech-language pathologists and occupational therapists, and specialized AAC competencies for transdisciplinary AAC service providers. Competency building techniques for these levels are described and evaluative data and recommendations for future research are shared.}},
    author = {Collier, Barbara and Blackstien-Adler, Susie},
    citeulike-article-id = {12589600},
    citeulike-attachment-1 = {collier_98_building_917628.pdf; /pdf/user/acecentre/article/12589600/917628/collier_98_building_917628.pdf; 036298883a1c3f9ea730f8bb98bc870824575cbf},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619812331278426},
    date-added = {2013-08-20 15:21:09},
    doi = {10.1080/07434619812331278426},
    file = {collier_98_building_917628.pdf},
    journal = {Augmentative \& Alternative Communication},
    keywords = {aac, competencies, occupational-therapy, *ww-import},
    month = dec,
    pages = {250--260},
    priority = {2},
    publisher = {Informa Healthcare},
    title = {{Building competencies in augmentative and alternative communication among professionals}},
    url = {http://dx.doi.org/10.1080/07434619812331278426},
    year = {1998}
}

@inproceedings{reddington-coleskemp:2011:SLPAT,
    abstract = {{Advances in natural language generation and speech processing techniques, combined with changes in the commercial landscape, have brought within reach dramatic improvements in Augmentative Alternative Communication (AAC). These improvements, though over- whelmingly positive, amplify a family of per- sonal data use problems. This paper argues that the AAC design and implementation pro- cess needs to identify and address personal data use problems. Accordingly, this paper explores personal data management problems and proposes responses. This paper is situated in the context of AAC technology but the re- sponses could be generalised for other com- munities affected by low digital literacy, low literacy levels and cognitive challenges.}},
    address = {Edinburgh, Scotland, UK},
    author = {Reddington, Joseph and Coles-Kemp, Lizzie},
    booktitle = {Proceedings of the Second Workshop on Speech and Language Processing for Assistive Technologies},
    citeulike-article-id = {12589599},
    citeulike-attachment-1 = {reddington_11_trap_917629.pdf; /pdf/user/acecentre/article/12589599/917629/reddington_11_trap_917629.pdf; 4b4f69c0ac4931c85638a7c9cef2d067fb27fd57},
    citeulike-linkout-0 = {http://www.aclweb.org/anthology/W11-2304},
    date-added = {2013-08-20 15:21:09},
    file = {reddington_11_trap_917629.pdf},
    keywords = {aac, communication, e-safety, privacy, safety, *ww-import},
    month = jul,
    pages = {32--42},
    priority = {2},
    publisher = {Association for Computational Linguistics},
    title = {{Trap Hunting: Finding Personal Data Management Issues in Next Generation AAC Devices}},
    url = {http://www.aclweb.org/anthology/W11-2304},
    year = {2011}
}
@inproceedings{citeulike:12589599,
    abstract = {{Advances in natural language generation and speech processing techniques, combined with changes in the commercial landscape, have brought within reach dramatic improvements in Augmentative Alternative Communication (AAC). These improvements, though over- whelmingly positive, amplify a family of per- sonal data use problems. This paper argues that the AAC design and implementation pro- cess needs to identify and address personal data use problems. Accordingly, this paper explores personal data management problems and proposes responses. This paper is situated in the context of AAC technology but the re- sponses could be generalised for other com- munities affected by low digital literacy, low literacy levels and cognitive challenges.}},
    address = {Edinburgh, Scotland, UK},
    author = {Reddington, Joseph and Coles-Kemp, Lizzie},
    booktitle = {Proceedings of the Second Workshop on Speech and Language Processing for Assistive Technologies},
    citeulike-article-id = {12589599},
    citeulike-attachment-1 = {reddington_11_trap_917629.pdf; /pdf/user/acecentre/article/12589599/917629/reddington_11_trap_917629.pdf; 4b4f69c0ac4931c85638a7c9cef2d067fb27fd57},
    citeulike-linkout-0 = {http://www.aclweb.org/anthology/W11-2304},
    date-added = {2013-08-20 15:21:09},
    file = {reddington_11_trap_917629.pdf},
    keywords = {aac, communication, e-safety, privacy, safety, *ww-import},
    month = jul,
    pages = {32--42},
    priority = {2},
    publisher = {Association for Computational Linguistics},
    title = {{Trap Hunting: Finding Personal Data Management Issues in Next Generation AAC Devices}},
    url = {http://www.aclweb.org/anthology/W11-2304},
    year = {2011}
}

@inproceedings{heimannmuhlenbock-lundalv:2011:SLPAT,
    abstract = {{A corpus of easy-to-read texts in combination with a base vocabulary pool for Swedish was used in order to build a basic vocabulary. The coverage of these entries by symbols in an ex- isting AAC database was then assessed. We finally suggest a method for enriching the ex- pressive power of the AAC language by com- bining existing symbols and in this way illus- trate additional concepts.}},
    address = {Edinburgh, Scotland, UK},
    author = {Heimann M\"{u}hlenbock, Katarina and Lund\"{a}lv, Mats},
    booktitle = {Proceedings of the Second Workshop on Speech and Language Processing for Assistive Technologies},
    citeulike-article-id = {12589598},
    citeulike-attachment-1 = {heimann_muhlenbock_11_using_917630.pdf; /pdf/user/acecentre/article/12589598/917630/heimann_muhlenbock_11_using_917630.pdf; d1418e6a2b48b81c41f3413a4f6f281564635b89},
    citeulike-linkout-0 = {http://www.aclweb.org/anthology/W11-2313},
    date-added = {2013-08-20 15:21:09},
    file = {heimann_muhlenbock_11_using_917630.pdf},
    keywords = {aac, lexicon, vocabulary, *ww-import},
    month = jul,
    pages = {120--127},
    priority = {2},
    publisher = {Association for Computational Linguistics},
    title = {{Using lexical and corpus resources for augmenting the AAC-lexicon}},
    url = {http://www.aclweb.org/anthology/W11-2313},
    year = {2011}
}
@inproceedings{citeulike:12589598,
    abstract = {{A corpus of easy-to-read texts in combination with a base vocabulary pool for Swedish was used in order to build a basic vocabulary. The coverage of these entries by symbols in an ex- isting AAC database was then assessed. We finally suggest a method for enriching the ex- pressive power of the AAC language by com- bining existing symbols and in this way illus- trate additional concepts.}},
    address = {Edinburgh, Scotland, UK},
    author = {Heimann M\"{u}hlenbock, Katarina and Lund\"{a}lv, Mats},
    booktitle = {Proceedings of the Second Workshop on Speech and Language Processing for Assistive Technologies},
    citeulike-article-id = {12589598},
    citeulike-attachment-1 = {heimann_muhlenbock_11_using_917630.pdf; /pdf/user/acecentre/article/12589598/917630/heimann_muhlenbock_11_using_917630.pdf; d1418e6a2b48b81c41f3413a4f6f281564635b89},
    citeulike-linkout-0 = {http://www.aclweb.org/anthology/W11-2313},
    date-added = {2013-08-20 15:21:09},
    file = {heimann_muhlenbock_11_using_917630.pdf},
    keywords = {aac, lexicon, vocabulary, *ww-import},
    month = jul,
    pages = {120--127},
    priority = {2},
    publisher = {Association for Computational Linguistics},
    title = {{Using lexical and corpus resources for augmenting the AAC-lexicon}},
    url = {http://www.aclweb.org/anthology/W11-2313},
    year = {2011}
}

@book{citeulike:12589597,
    author = {King, Thomas W.},
    citeulike-article-id = {12589597},
    citeulike-linkout-0 = {http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20\&\#38;path=ASIN/0205287514},
    date-added = {2013-08-20 15:21:09},
    day = {03},
    edition = {1},
    howpublished = {Paperback},
    keywords = {aac, book, morse, otaccess, *ww-import},
    month = aug,
    priority = {2},
    publisher = {Allyn \& Bacon},
    title = {{Modern Morse Code in Rehabilitation and Education: New Applications in Assistive Technology}},
    url = {http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20\&path=ASIN/0205287514},
    year = {1999}
}

@article{citeulike:12589596,
    abstract = {{Background  This paper describes the impact of a family-centred intervention that used video to enhance communication in a young girl with cerebral palsy. This single case study describes how the video-based intervention worked in the context of multimodal communication, which included high-tech augmentative and alternative communication (AAC) device use. This paper includes the family's perspective of the video intervention and they describe the impact of it on their family. Methods  This single case study was based on the premise that the video interaction guidance intervention would increase attentiveness between participants during communication. It tests a hypothesis that eye gaze is a fundamental prerequisite for all communicative initiatives, regardless of modality in the child. Multimodality is described as the range of communicative behaviours used by the child and these are coded as AAC communication, vocalizations (intelligible and unintelligible), sign communication, nodding and pointing. Change was analysed over time with multiple testing both pre and post intervention. Data were analysed within INTERACT, a computer software to analyse behaviourally observed data. Behaviours were analysed for frequency and duration, contingency and co-occurrence. Results  Results indicated increased duration of mother's and girl's eye gaze, increased frequency and duration in AAC communication by the girl and significant change in frequency [χ2 (5, n = 1) = 13.25, P < 0.05] and duration [χ2 (5, n = 1) = 12.57, P < 0.05] of the girl's multimodal communicative behaviours. Contingency and co-occurrence analysis indicated that mother's eye gaze followed by AAC communication was the most prominent change between the pre- and post-intervention assessments. Conclusions  There was a trend for increased eye gaze in both mum and girl and AAC communication in the girl following the video intervention. The family's perspective concurs with the results.}},
    author = {Wadnerkar, M. B. and Pirinen, T. and Haines-Bazrafshan, R. and Rodgers, J. and James, D.},
    citeulike-article-id = {12589596},
    citeulike-attachment-1 = {wadnerkar_12_single_1054159.pdf; /pdf/user/acecentre/article/12589596/1054159/wadnerkar_12_single_1054159.pdf; 687e34ffaa7bac282b3d62a082e468012d4f444c},
    citeulike-linkout-0 = {http://dx.doi.org/10.1111/j.1365-2214.2011.01214.x},
    date-added = {2013-08-20 15:21:09},
    doi = {10.1111/j.1365-2214.2011.01214.x},
    file = {wadnerkar_12_single_1054159.pdf},
    journal = {Child: Care, Health and Development},
    keywords = {aac, cerebral-palsy, communication, eyegaze, *ww-import},
    number = {1},
    pages = {87--97},
    priority = {2},
    publisher = {Blackwell Publishing Ltd},
    title = {{A single case study of a family-centred intervention with a young girl with cerebral palsy who is a multimodal communicator}},
    url = {http://dx.doi.org/10.1111/j.1365-2214.2011.01214.x},
    volume = {38},
    year = {2012}
}

@article{citeulike:12589595,
    abstract = {{Background The production of speech, language and gesture for communication is often affected by cerebral palsy. Communication difficulties associated with cerebral palsy can be multifactorial, arising from motor, intellectual and sensory impairments. Children with this diagnosis can experience mild to severe difficulties in expressing themselves. They are often referred to speech and language therapy (SLT) services to maximise their communication skills and help them to take as independent a role as possible in interaction activities. Therapy can include introducing augmentative and alternative communication (AAC) systems, such as symbol charts or communication aids with synthetic speech, as well as treating children's natural forms of communication. Various strategies have been used to treat the communication disorders associated with cerebral palsy, but evidence of their effectiveness is limited. Objectives Objectives To determine the effectiveness of SLT that focuses on the child or their familiar communication partners, as measured by change in interaction patterns. To determine if individual types of SLT intervention are more effective than others in changing interaction patterns. Search methods Search methods Searches were conducted of MEDLINE, CINAHL, EMBASE, PsycINFO, LLBA, ERIC, WEB of SCIENCE, Scopus, NRR, BEI, SIGLE (to January 2011). A previous version of this review included studies up to the end of 2002. References from identified studies were examined and relevant journals and conference reports were handsearched. Selection criteria Selection criteria Any experimental study containing an element of a control was included in this review. This includes non-randomised group studies and single case experimental designs in which two interventions were compared or two communication processes were examined. Data collection and analysis Data collection and analysis All authors searched for and selected studies for inclusion. L Pennington (LP) assessed all papers for inclusion, J Goldbart (JG) and J Marshall (JM) independently assessed separate random samples, each comprising 25\% of all identified studies. Two review authors independently abstracted data from each selected study. Disagreements were settled by discussion between the three review authors. Main results Main results Sixteen studies were included in the review. Nine studies evaluated treatment given directly to children, seven investigated the effects of training for communication partners. Participants in the studies varied widely in age, type and severity of cerebral palsy, cognitive and linguistic skills. Studies focusing directly on children suggest that this model of therapy delivery has been associated with increases in treated speech and communication skills by individual children. However, methodological flaws and small sample sizes prevent firm conclusions being made about the effectiveness of the therapy. In addition, maintenance of these skills was not investigated thoroughly. The studies targeting communication partners used small exploratory group designs which often contained insufficient detail to allow replication, although more recent studies have improved in this area. Overall, the studies of indirect intervention have very low power and cannot provide evidence of effectiveness of this type of treatment. Authors' conclusions Authors' conclusions Firm evidence of the positive effects of SLT for children with cerebral palsy has not been demonstrated by this review. However, positive trends in communication change were shown. No change in practice is recommended from this updated review. Further research is needed to describe this client group, and its possible clinical subgroups, and the methods of treatment currently used in SLT. Research is also needed to investigate the effectiveness of new and established interventions and their acceptability to families. Rigour in research practice needs to be extended to enable firm associations between therapy and the communication change to be made. There are now sufficient data to develop randomised controlled studies of dysarthria interventions and group parent training programmes. Such research is urgently needed to ensure clinically effective provision for this group of children, who are at severe risk of social and educational exclusion. 背景 以會話和語言治療改善兒童腦性麻痺患者的溝通技巧腦性\'{e}º»痺患者的會話、語言和手勢的溝通能力常受病情影響。腦{\ae}{\S}麻痺患者的溝通困難也被諸多因素影響，例如運動、智能\r{a}/或感覺的障礙。兒童患者要表達自己的時候常常遭遇困難。他們常常被轉診接受會話和語言治療(speech and language therapy，SLT)，以期他們儘可能發揮溝通技巧，並且幫助他\r{a}獨立完成與其他人的交流互動。包括採用加強和替代性溝\'{e}系統(augmentative and alternative communication，AAC)，例如用符號圖表或語音合成器，以幫助\r{a}童用最自然的方式來溝通。已經有許多的治療策略被使用{\ae}¼腦性麻痺患者的溝通障礙，但其效力的證據仍相當有限。 目標 目標 利用孩童及其溝通夥伴之間互動方式的改變，來評估SLT的{\ae}果。 搜尋策略 搜尋策略 我們搜查了至2002年12月為止的MEDLINE, CINAHL, EMBASE, PSYCH INFO, LLBA, ERIC, WEB of SCIENCE, NRR, BEI，SIGLE。所找出的研究報告中的參考文獻也都進行審查\"{i}¼相關期刊和會議報告則進行了手工搜查。 選擇標準 選擇標準 任何含有對照組的實驗研究都被納入本回顧分析。包括非\'{e}¨機分組研究(nonrandomised group studies)及單一案例實驗設計(single case experimental designs)，其中比較了兩種介入治療的方式，或檢驗了兩種{\ae}º通方式。 資料收集與分析 資料收集與分析 L Pennington搜索和選擇要納入的研究。J Goldbart和J Marshall 獨立評估個別的隨機樣本，各包含所有找出的研究中的25\"{i}¼。兩名審查委員從選定的研究中獨立擷取數據。如有意見\c{c}¸左，則經三位審查委員討論決定。 主要結論 主要結論 1項研究被納入本回顧分析中。7項研究是評估對兒童的直{\ae}¥治療效果，4項研究探討了對溝通夥伴的訓練效果。這些研\c{c}{\copyright}{\P}對象不論在年齡、腦性麻痺的種類和嚴重程度、認知和語\`{e}¨技巧的差異程度都很大。直接針對兒童的治療效果的研究\'{e}!`¯示，這種治療模式提供了孩童溝通技巧的改善。但是，因\c{c}º研究方法上有缺陷，所以無法得到這些治療有效性的確定\c{c}µ論。此外，這些研究並沒有徹底調查這些技能是不是能夠\c{c}{\P}持。至於針對溝通夥伴的研究，只包含了一些小型的研究\`{e}¨畫，沒有提供足夠的細節可供重複這些研究結果，證據力\"{a}¸足，無法顯示這類型治療的有效性。 作者結論 作者結論 本次的回顧分析顯示，腦性麻痺兒童SLT治療的正面療效仍\c{c}¼º少確鑿的證據。不過，在對於溝通的改變仍有一些正向的\r{a}¹«助。本回顧分析並不建議需要改變目前的治療方式。對於\'{e}一類的病人，或是臨床上分類更細的病患族群，以及目前{\ae}使用的SLT的治療方式，都還需要更進一步的研究。對於新\c{c}、或是現有的治療方式，其對病患家庭的接受度，都還需\`{e}¦進一步評估其有效性。另外進行研究的方式也需要更加嚴\`{e}¬¹，以得到更確切的治療效果。 翻譯人 翻譯人 本摘要由新光醫院鍾禎智翻譯。此翻譯計畫由臺灣國家衛\c{c}研究院(National Health Research Institutes, Taiwan)統籌。 總結 總結 會話和語言治療可能可以改善腦性麻痺兒童的溝通技巧，\"{a}¸過目前對這一部分還需要更多的研究。腦性麻痺(CP)是因出生前、出生時或出生後不久的腦部傷害引起的運動障礙。CP\c{c}人因會話及比手畫腳能力受損，常常會有溝通困難。會話\r{a}語言治療的目的就是幫助病人儘可能發揮他們的溝通技巧\~{a}包括如何增進他們自然的溝通方式、使用輔具，如符號圖\`{e}!`¨或語音合成器、訓練溝通夥伴等。本回顧分析發現，一些\r{a}¾®薄的證據顯示語言治療可能可以幫助CP的小孩，但還需要{\ae}´進一步的研究。}},
    author = {Pennington, Lindsay and Goldbart, Juliet and Marshall, Julie},
    booktitle = {Cochrane Database of Systematic Reviews},
    citeulike-article-id = {12589595},
    citeulike-attachment-1 = {pennington_96_speech_917631.pdf; /pdf/user/acecentre/article/12589595/917631/pennington_96_speech_917631.pdf; bc1830a6c44800aeb314a5d695bf06ad8038860d},
    citeulike-linkout-0 = {http://dx.doi.org/10.1002/14651858.cd003466.pub2},
    date-added = {2013-08-20 15:21:08},
    doi = {10.1002/14651858.cd003466.pub2},
    file = {pennington_96_speech_917631.pdf},
    journal = {Cochrane database of systematic reviews (Online)},
    keywords = {aac, cerebral-palsy, communication-effectiveness, review, sepaper, *ww-import},
    number = {2},
    priority = {2},
    publisher = {John Wiley \& Sons, Ltd},
    title = {{Speech and language therapy to improve the communication skills of children with cerebral palsy}},
    url = {http://dx.doi.org/10.1002/14651858.cd003466.pub2},
    year = {1996}
}

@article{citeulike:12589594,
    abstract = {{Despite significant challenges, there are a growing number of documented cases of employment success for individuals who use augmentative and alternative communication (AAC). We review recent research on employment and AAC, and discuss the results within a framework that describes what is known about the worker, the workplace, technology, and society in achieving employment success for individuals who use AAC. Information on goals for future research and technology development is also provided.}},
    author = {McNaughton, David and Bryen, Diane N.},
    citeulike-article-id = {12589594},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/10400435.2002.10132055},
    date-added = {2013-08-20 15:21:08},
    day = {30},
    doi = {10.1080/10400435.2002.10132055},
    journal = {Assistive Technology},
    keywords = {aac, at, participation, *ww-import},
    month = jun,
    number = {1},
    pages = {58--70},
    priority = {2},
    publisher = {Taylor \& Francis},
    title = {{Enhancing Participation in Employment Through AAC Technologies}},
    url = {http://dx.doi.org/10.1080/10400435.2002.10132055},
    volume = {14},
    year = {2002}
}

@article{citeulike:12589593,
    abstract = {{The aim of this study was to examine variation in the frequency of children?s participation in out-of-school activities as a function of speech intelligibility, perceived effectiveness of the child?s communication aid, and age. Sixty-nine caregivers of children with complex communication needs provided with communication aids completed a questionnaire survey. Rate of participation was higher for younger than for older children, particularly in recreational activities. Younger children with partial intelligibility participated more frequently in recreational and social activities than both younger children without speech and older children. Results and limitations are discussed within the context of participation research in childhood disability, highlighting the impact of communicative resources and maturation on everyday participation.}},
    author = {Clarke, Michael and Newton, Caroline and Petrides, Konstantinos and Griffiths, Tom and Lysley, Andrew and Price, Katie},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {12589593},
    citeulike-attachment-1 = {clarke_12_examination_917130.pdf; /pdf/user/acecentre/article/12589593/917130/clarke_12_examination_917130.pdf; 1487501b08b07f34c5a79b1cd4e0f927c6ed0ef1},
    citeulike-linkout-0 = {http://dx.doi.org/10.3109/07434618.2011.653605},
    date-added = {2013-08-20 15:21:08},
    day = {24},
    doi = {10.3109/07434618.2011.653605},
    file = {clarke_12_examination_917130.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, children, communication, disability, ot, participation, *ww-import},
    month = feb,
    number = {1},
    pages = {44--51},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {{An Examination of Relations Between Participation, Communication and Age in Children with Complex Communication Needs}},
    url = {http://dx.doi.org/10.3109/07434618.2011.653605},
    volume = {28},
    year = {2012}
}

@article{citeulike:12589592,
    abstract = {{Purpose: In this paper the perceptions of three mentors and three mentees who took part in a speech generating device (SGD) mentoring programme are presented. The aims of the study were to investigate the participants? views on taking part in the mentoring programme and their satisfaction with the outcomes. Method: Information was gathered through semi-structured interviews with the six mentoring programme participants. Interview data were analysed for content themes. Results: Thematic analysis revealed six themes. Of these themes, five were identified in both the mentor and mentee?s data. These themes were: satisfaction with the SGD mentoring programme, mentee improvement in SGD use, the importance of a role model of SGD use, the SGD mentoring relationship as a helping relationship, and SGD mentoring contributes to mentor self-esteem. The remaining theme, mentors who use an SGD learn from the mentoring experience, was generated from the mentor?s data only. Conclusions: The results of this study provide initial evidence in support of mentoring among people who use an SGD. A total of five of the six participants perceived that people learning an SGD can benefit from SGD mentoring by experienced users of SGDs and agreed on a need for such mentoring programmes to improve SGD use. Implications for Rehabilitation A mentoring programme involving experienced and new users of speech generating devices (SGDs) has the potential to improve learners? SGD use. The results of this study provide preliminary evidence in support of mentoring from the perspective of people who took part in an SGD mentoring programme. Five of the six participants perceived that learners can benefit and agreed on a need for such programmes to improve SGD use. Participation in mentoring can contribute to the personal growth of adult mentors and enable them to make a positive contribution to the AAC community.}},
    author = {Ballin, Liora and Balandin, Susan and Stancliffe, Roger J.},
    booktitle = {Disability and Rehabilitation: Assistive Technology},
    citeulike-article-id = {12589592},
    citeulike-linkout-0 = {http://dx.doi.org/10.3109/17483107.2012.699586},
    date-added = {2013-08-20 15:21:08},
    day = {3},
    doi = {10.3109/17483107.2012.699586},
    journal = {Disabil Rehabil Assist Technol},
    keywords = {aac, communication, mentoring, teaching, training, *ww-import},
    month = jul,
    pages = {1--9},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {{The speech generating device (SGD) mentoring programme: an evaluation by participants}},
    url = {http://dx.doi.org/10.3109/17483107.2012.699586},
    year = {2012}
}

@article{citeulike:12589591,
    abstract = {{Children with severe physical impairments require a variety of access options to augmentative and alternative communication (AAC) and computer technology. Access technologies have continued to develop, allowing children with severe motor control impairments greater independence and access to communication. This article will highlight new advances in access technology, including eye and head tracking, scanning, and access to mainstream technology, as well as discuss future advances. Considerations for clinical decision-making and implementation of these technologies will be presented along with case illustrations.}},
    author = {Fager, Susan and Bardach, Lisa and Russell, Susanne and Higginbotham, Jeff},
    citeulike-article-id = {12589591},
    citeulike-attachment-1 = {fager_12_access_917632.pdf; /pdf/user/acecentre/article/12589591/917632/fager_12_access_917632.pdf; 5a417fd7efea3f689cf19439a90989f9d9327d45},
    citeulike-linkout-0 = {http://dx.doi.org/10.3233/prm-2012-0196},
    date-added = {2013-08-20 15:21:08},
    day = {1},
    doi = {10.3233/prm-2012-0196},
    file = {fager_12_access_917632.pdf},
    journal = {Journal of Pediatric Rehabilitation Medicine},
    keywords = {aac, access, assistive-technology, otaccess, paediatric, technology, *ww-import},
    month = jan,
    number = {1},
    pages = {53--61},
    priority = {2},
    title = {{Access to augmentative and alternative communication: New technologies and clinical decision-making}},
    url = {http://dx.doi.org/10.3233/prm-2012-0196},
    volume = {5},
    year = {2012}
}

@article{citeulike:12589590,
    abstract = {{This article discusses components of the AAC Acceptance Model, a theoretical framework for understanding the factors involved in the acceptance of augmentative and alternative communication (AAC) by adults with acquired communication disorders. To clarify the AAC Acceptance Model, a case study is provided of an individual with acquired aphasia and aprax

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branch_name: refs/heads/master

extension: bib