text:
{This paper gives teachers'evaluations and details of some of the available procedures for the assessment of young visually handicapped children considered at recent seminars held at the University of Birmingham. It is a continuation of the article published in BJVI, Autumn 1987.},
    author = {Best, Tony},
    citeulike-article-id = {12591479},
    citeulike-linkout-0 = {http://dx.doi.org/10.1177/026461968800600103},
    citeulike-linkout-1 = {http://jvi.sagepub.com/content/6/1/7.abstract},
    citeulike-linkout-2 = {http://jvi.sagepub.com/content/6/1/7.full.pdf},
    date-added = {2013-08-22 09:44:21},
    day = {01},
    doi = {10.1177/026461968800600103},
    issn = {1744-5809},
    journal = {British Journal of Visual Impairment},
    keywords = {assessment, children, visual\_impairment},
    month = apr,
    number = {1},
    pages = {7--8},
    priority = {2},
    publisher = {SAGE Publications},
    title = {Assessment procedures for use with young visually handicapped children (Part two)},
    url = {http://dx.doi.org/10.1177/026461968800600103},
    volume = {6},
    year = {1988}
}

@article{citeulike:12591476,
    abstract = {Recent seminars at the University of Birmingham examined many of the available procedures for the assessment of young visually handicapped children. This paper brings together some of the observations of experienced practitioners who attended the seminars, and provides some suggestions for the evaluation and use o f such material. In the second part (to be published in BJVI, Spring 1988) details will be given o f many o f the available procedures.},
    author = {Best, Tony},
    citeulike-article-id = {12591476},
    citeulike-attachment-1 = {best_87_assessment_1041793.pdf; /pdf/user/acecentre/article/12591476/1041793/best_87_assessment_1041793.pdf; b5e669b9d9ee982d9c5d2389192ff0b64ec7b6f0},
    citeulike-linkout-0 = {http://dx.doi.org/10.1177/026461968700500303},
    citeulike-linkout-1 = {http://jvi.sagepub.com/content/5/3/85.abstract},
    citeulike-linkout-2 = {http://jvi.sagepub.com/content/5/3/85.full.pdf},
    date-added = {2013-08-22 09:42:48},
    day = {01},
    doi = {10.1177/026461968700500303},
    file = {best_87_assessment_1041793.pdf},
    issn = {1744-5809},
    journal = {British Journal of Visual Impairment},
    keywords = {assessment, children, visual\_impairment},
    month = oct,
    number = {3},
    pages = {85--88},
    priority = {2},
    publisher = {SAGE Publications},
    title = {Assessment procedu res for use with young visually handicapped children (Part one)},
    url = {http://dx.doi.org/10.1177/026461968700500303},
    volume = {5},
    year = {1987}
}

@article{citeulike:12591472,
    abstract = {This paper argues for the need to adopt a more impartial stance when assessing the efficiency of early intervention with pre-school children who have a visual impairment. It is hoped that the forthcoming ICEVH Symposium on early intervention will offer a forum for objective appraisal, and that early intervention with children who have a visual impairment will be continued by the most effective means.},
    author = {Aitken, Stuart},
    citeulike-article-id = {12591472},
    citeulike-attachment-1 = {aitken_88_whither_1041794.pdf; /pdf/user/acecentre/article/12591472/1041794/aitken_88_whither_1041794.pdf; 56f8be1e31196950d5d93562dc6073d1937601b5},
    citeulike-linkout-0 = {http://dx.doi.org/10.1177/026461968800600202},
    citeulike-linkout-1 = {http://jvi.sagepub.com/content/6/2/47.abstract},
    citeulike-linkout-2 = {http://jvi.sagepub.com/content/6/2/47.full.pdf},
    date-added = {2013-08-22 09:40:28},
    day = {01},
    doi = {10.1177/026461968800600202},
    file = {aitken_88_whither_1041794.pdf},
    issn = {1744-5809},
    journal = {British Journal of Visual Impairment},
    keywords = {early\_intervention, pre-school\_children, visual\_impairment},
    month = jul,
    number = {2},
    pages = {47--49},
    priority = {2},
    publisher = {SAGE Publications},
    title = {Whither early intervention?},
    url = {http://dx.doi.org/10.1177/026461968800600202},
    volume = {6},
    year = {1988}
}

@article{citeulike:9000679,
    abstract = {In recent years Minspeak has become a widely used communication technique with both children and adults. Little information is available which describes approaches for customizing a Minspeak system for pediatric users. This paper describes a procedure used to customize a Touch Talker with Minspeak system for a preliterate child whose cognitive-language abilities are at the 4-year level. Aspects of vocabulary selection, icon selection, icon arrangement, and vocabulary organization are described, and strategies used to facilitate use of the system in multiple environments are highlighted. The child's progress in transitioning from her manual system to Minspeak is documented in terms of learning rate and system usage.},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {9000679},
    citeulike-attachment-1 = {_89_customizing_1041881.pdf; /pdf/user/acecentre/article/9000679/1041881/_89_customizing_1041881.pdf; 4bc856bf009e8aeb43d21ba629def9b8e6087ecd},
    citeulike-attachment-2 = {_89_customizing_917108.pdf; /pdf/user/acecentre/article/9000679/917108/_89_customizing_917108.pdf; 181eaf858a1ddfd606962d656473b27c5f1fbf4d},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434618912331275066},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434618912331275066},
    date-added = {2013-08-21 16:57:01},
    day = {1},
    doi = {10.1080/07434618912331275066},
    journal = {Augment Altern Commun},
    keywords = {aac, case\_study, minspeak, preliterate, semantic\_compaction, vocabulary, vocabulary\_organisation, vocabulary\_selection},
    month = jan,
    number = {2},
    pages = {89--100},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Customizing a Minspeak1 system for a preliterate child: a case example},
    url = {http://dx.doi.org/10.1080/07434618912331275066},
    volume = {5},
    year = {1989}
}

@article{citeulike:12590834,
    abstract = {This article describes the development and structure of two Minspeak? applications based on Blissymbols. The work was carried out in the form of case studies, and a qualitative evaluation of the two applications was completed. Based on previous findings in the literature and the results of this case study, we concluded that there are positive outcomes associated with the combining of Blissymbols and Minspeak. The study found that a phrase-based application was not sufficient for the communicatively advanced study participants, who required a wordbased vocabulary of their Blissymbol boards to maximize voice output communication aid (VOCA) use. These results, along with other findings relevant to the introduction of VOCAs, are discussed.},
    citeulike-article-id = {12590834},
    citeulike-attachment-1 = {_01_development_1041880.pdf; /pdf/user/acecentre/article/12590834/1041880/_01_development_1041880.pdf; 11cfefdea1b680abb538402c675a1dddd83ba095},
    citeulike-attachment-2 = {_01_development_917107.pdf; /pdf/user/acecentre/article/12590834/917107/_01_development_917107.pdf; 3140996e9edf487bc9a39eaa276e823f714c69bb},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/aac.17.4.233.244},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/aac.17.4.233.244},
    date-added = {2013-08-21 16:50:42},
    day = {1},
    doi = {10.1080/aac.17.4.233.244},
    journal = {Augment Altern Commun},
    keywords = {aac, blissymbols, minspeak, vocabulary, voice\_output\_communication\_aid},
    month = jan,
    number = {4},
    pages = {233--244},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Development and evaluation of a Minspeak™ application using Blissymbols: Experiences from two case studies},
    url = {http://dx.doi.org/10.1080/aac.17.4.233.244},
    volume = {17},
    year = {2001}
}

@article{citeulike:12590824,
    abstract = {Memory strategies are implicated in the use of voice output communication aids. They are necessary to facilitate the memorization and subsequent recall of information, including preprogrammed vocabulary (i.e., single words and longer texts) and codes that retrieve vocabulary programmed under several keys (e.g., in Minspeak?-based applications). The augmentative and alternative communication field could benefit from existing research that has examined the development of memory strategy use in young children. Memory strategies differ in terms of their functional properties, such as automaticity, reliance on symbolic mediators, and overall complexity. Developmental constraints are reflected in predictable performance errors. Adults can help children become insightful about when, how, and why to apply a memory strategy. This insight, called metamemory, can motivate a child to complete boring tasks (e.g., memorizing codes).},
    citeulike-article-id = {12590824},
    citeulike-attachment-1 = {_00_childrens_1041879.pdf; /pdf/user/acecentre/article/12590824/1041879/_00_childrens_1041879.pdf; 992dd377b0b0a493f11ca7ff3cc08087a1cd6ca5},
    citeulike-attachment-2 = {_00_childrens_917105.pdf; /pdf/user/acecentre/article/12590824/917105/_00_childrens_917105.pdf; 2b4e42f09a51e1700efcbb73f03c8a0c60e488f6},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610012331278924},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434610012331278924},
    date-added = {2013-08-21 16:46:28},
    day = {1},
    doi = {10.1080/07434610012331278924},
    journal = {Augment Altern Commun},
    keywords = {aac, memory, metacognition, metamemory, minspeak, voice\_output\_communication\_aid},
    month = jan,
    number = {2},
    pages = {79--94},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Children's use of memory strategies: Relevance to voice output communication aid use},
    url = {http://dx.doi.org/10.1080/07434610012331278924},
    volume = {16},
    year = {2000}
}

@article{citeulike:9000674,
    abstract = {An 18-year-old individual with cerebral palsy has developed strategies of using her three modes of expressive communication. L. M. combines using her Minspeak, Etran, and often no aid to converse with a variety of individuals in her home and community. This paper discusses the relative effectiveness and efficiency of the three systems as evaluated during the prototype fitting of the Lainey System?a system of modular technology developed by the University of Tennessee Rehabilitation Engineering Program and the Prentke Romich Company.},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {9000674},
    citeulike-attachment-1 = {_85_no_1041877.pdf; /pdf/user/acecentre/article/9000674/1041877/_85_no_1041877.pdf; f3bace91f182058a491a3f817e7e59df7384e460},
    citeulike-attachment-2 = {_85_no_917102.pdf; /pdf/user/acecentre/article/9000674/917102/_85_no_917102.pdf; 1c4fd03eb33ad37542931347ddff0b35e7e4f0b8},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434618512331273651},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434618512331273651},
    date-added = {2013-08-21 16:32:43},
    day = {1},
    doi = {10.1080/07434618512331273651},
    journal = {Augment Altern Commun},
    keywords = {aac, cerebral-palsy, communication-effectiveness, etran, minspeak},
    month = jan,
    number = {4},
    pages = {151--155},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {No Aid, an Etran, a Minspeak: a comparison of efficiency and effectiveness during structured use},
    url = {http://dx.doi.org/10.1080/07434618512331273651},
    volume = {1},
    year = {1985}
}

@article{citeulike:3501879,
    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.},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {3501879},
    citeulike-attachment-1 = {_89_toward_917101.pdf; /pdf/user/acecentre/article/3501879/917101/_89_toward_917101.pdf; a68f6d8b9168e59f1041289111c69215e24ea918},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434618912331275126},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434618912331275126},
    date-added = {2013-08-21 16:28:57},
    day = {1},
    doi = {10.1080/07434618912331275126},
    file = {_89_toward_917101.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, communicative\_competence, functional\_communication, linguistic\_competence, operational\_competence, social\_competence, strategic\_competence},
    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}
}

@article{citeulike:12590812,
    abstract = {This study examines the performance of AAC users on a formal measure of social-verbal competence. The Let's Talk lnventory for Adolescents(Wiig, 1982, Columbus, OH, Charles E. Merrill) was administered to four individuals who communicate via Blissymbolics. Forty speech acts, representing the communicative functions of Ritualizing, Informing, Controlling, and Feeling, were elicited in each of two registers (Peer and Authority). The data were analyzed quantitatively and qualitatively using the following procedures: (a) a comparison of overall and subscores in each communicative function and register with those presented in the test manual for normally developing 7 to 14 year olds; (b) analysis of correct responses in terms of syntactic structure, attenuation (the softening of the speech act), and amplification, and descriptive comparison of the subjects' use of these features with that of normally developing 7 to 14 year olds; (c) analysis of speech acts which were passed by all subjects in both contexts and those which were passed by fewer than two subjects in each context; (d) analysis of errors re: available vocabulary and understanding of the situation. The results showed variation in the subjects' ability to fulfill speech acts in the four communicative functions. As a group, the subjects were most successful in the Informing function, followed by Ritualizing, Controlling, and Feeling. Although the Blissymbol users produced many of the same syntactic structures and attenuation devices as were found among the normal groups, differences related to the nonspeech mode were evident. An elicited speech act format is felt to be a valuable addition to the body of measures for evaluating the communication abilities of nonspeaking individuals.},
    citeulike-article-id = {12590812},
    citeulike-attachment-1 = {_89_socialverbal_917100.pdf; /pdf/user/acecentre/article/12590812/917100/_89_socialverbal_917100.pdf; 5eecc648e21bfec0deb23576eb72bba1becb5055},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434618912331275156},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434618912331275156},
    date-added = {2013-08-21 16:24:59},
    day = {1},
    doi = {10.1080/07434618912331275156},
    file = {_89_socialverbal_917100.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, social\_communication},
    month = jan,
    number = {3},
    pages = {150--164},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {The social-verbal competence of AAC users},
    url = {http://dx.doi.org/10.1080/07434618912331275156},
    volume = {5},
    year = {1989}
}

@article{citeulike:12590808,
    abstract = {
                This study examined the effects of using messages with conversational rule violations on attitudes toward people who used utterance-based augmentative and alternative communication (AAC) systems in transactional interactions. Specifically, the ratings were compared across messages with relevance, informativeness, and brevity violations, when latency remained constant (i.e., short). The 96 participating sales clerks viewed scripted, videotaped bookstore conversations and completed an attitude questionnaire. Results indicated that the prestored message with repeated words/phrases was rated the highest, followed by the message with excessive information; next was the message with inadequate information, followed by the message with partly relevant information. The findings may be useful to those using utterance-based systems when making message choices during interactions with service providers. Technological implications point to the development of schema/script-based systems and intelligent editing.
            },
    author = {Hoag, Linda A. and Bedrosian, Jan L. and McCoy, Kathleen F. and Johnson, Dallas E.},
    citeulike-article-id = {12590808},
    citeulike-attachment-1 = {hoag_08_hierarchy_1041885.pdf; /pdf/user/acecentre/article/12590808/1041885/hoag_08_hierarchy_1041885.pdf; c8d260891092b8acf6265df005626788332dbe3f},
    citeulike-attachment-2 = {hoag_08_hierarchy_917099.pdf; /pdf/user/acecentre/article/12590808/917099/hoag_08_hierarchy_917099.pdf; c3d3e50086fc90471363f2a42f90bdad0092978d},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610802038288},
    citeulike-linkout-1 = {http://view.ncbi.nlm.nih.gov/pubmed/18465368},
    citeulike-linkout-2 = {http://www.hubmed.org/display.cgi?uids=18465368},
    date-added = {2013-08-21 16:20:34},
    doi = {10.1080/07434610802038288},
    issn = {1477-3848},
    journal = {Augmentative and alternative communication (Baltimore, Md. : 1985)},
    keywords = {aac, attitudes, communicative\_competence, communicative\_interaction, model},
    number = {2},
    pages = {149--161},
    pmid = {18465368},
    priority = {2},
    title = {Hierarchy of conversational rule violations involving utterance-based augmentative and alternative communication systems.},
    url = {http://dx.doi.org/10.1080/07434610802038288},
    volume = {24},
    year = {2008}
}

@article{citeulike:12590807,
    abstract = {Children and adults with developmental delays have benefited from the use of augmentative and alternative communication (AAC) systems to develop language skills necessary for more generative and functional communication. Beginning communicators however, have historically been considered too young or too pre-linguistic and therefore have not been introduced to AAC systems until behaviors, thought to be prerequisites, have been noted. Recent research and theories about early communication development have challenged this traditional practice and broadened the scope of what is considered to be AAC. Practitioners and parents unfamiliar with early AAC options may not recognize possible applications of communication strategies used with typically developing children and older persons with developmental disabilities. AAC is applicable at all ages for learning communication roles and behaviors as well as for functional communication for persons who do not yet demonstrate clear referential symbol use. This article addresses nine questions that are frequently asked about early introduction of AAC systems to children under 3 years of age. Rationales and strategies are provided that can assist early interventionists and parents in considering AAC options for children at risk for being unintelligible or non-speaking.},
    citeulike-article-id = {12590807},
    citeulike-attachment-1 = {_03_common_1041884.pdf; /pdf/user/acecentre/article/12590807/1041884/_03_common_1041884.pdf; a75d7b9e453c11a5e9f718344cd8fbe20a583990},
    citeulike-attachment-2 = {_03_common_917098.pdf; /pdf/user/acecentre/article/12590807/917098/_03_common_917098.pdf; 731d3060ea862afdd9c579bea6834709fde46b2e},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610310001598242},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434610310001598242},
    date-added = {2013-08-21 16:17:58},
    day = {1},
    doi = {10.1080/07434610310001598242},
    journal = {Augment Altern Commun},
    keywords = {aac, children, early\_intervention, gesture, interaction, prelinguistic, speech, symbol, vocalisation},
    month = jan,
    number = {4},
    pages = {254--272},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Common Questions about AAC Services in Early Intervention},
    url = {http://dx.doi.org/10.1080/07434610310001598242},
    volume = {19},
    year = {2003}
}

@article{citeulike:369009,
    abstract = {Seven individuals (aged 21???41 years) with cerebral palsy and who used speech generating augmentative and alternative communication (AAC) devices participated in a focus group discussion on the benefits and challenges of learning AAC technologies. The focus group was conducted on the Internet over a 9-week period. Five major themes emerged from the discussion: (a) selection of an AAC device; (b) knowledge and skills needed to use AAC technologies; (c) instruction and practice activities; (d) assessment of skill acquisition; and (e) advice to others. Participants reported that a consumer-driven assessment approach, which included the opportunity to discuss options with other individuals who used AAC, was key to the selection of an appropriate device. Participants identified a wide variety of important supports to learning how to make effective use of AAC technologies, including text and technological supports, individual exploration, learning from professionals, drill and practice, learning from peers, and opportunities for functional use in the community. For the participants, successful use of AAC technology was best assessed by functional use in the community.},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {369009},
    citeulike-attachment-1 = {_05_when_917097.pdf; /pdf/user/acecentre/article/369009/917097/_05_when_917097.pdf; 48d1f13bf8c6dcef26177c31cd25dee8f3b63219},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610500140360},
    citeulike-linkout-1 = {http://www.ingentaconnect.com/content/tandf/taac/2005/00000021/00000003/art00001},
    citeulike-linkout-2 = {http://www.informahealthcare.com/doi/abs/10.1080/07434610500140360},
    date-added = {2013-08-21 16:12:40},
    day = {1},
    doi = {10.1080/07434610500140360},
    file = {_05_when_917097.pdf},
    issn = {0743-4618},
    journal = {Augment Altern Commun},
    keywords = {aac, cerebral-palsy, focus\_group, learning, speech\_generating\_device},
    month = jan,
    number = {3},
    pages = {165--186},
    priority = {2},
    publisher = {Informa Allied Health},
    title = { ” When I First Got It, I Wanted to Throw It Off a Cliff”: The Challenges and Benefits of Learning AAC Technologies as Described by Adults who use AAC},
    url = {http://dx.doi.org/10.1080/07434610500140360},
    volume = {21},
    year = {2005}
}

@article{citeulike:12590755,
    abstract = {Current research into the role of phonologic awareness in the development of reading is reviewed, with a focus on the processes of word recognition and the encoding of linguistic information in working memory. Research into these processes in normally developing children, as well as illiterate adults, deaf adults, readers of nonalphabetic languages, and individuals with severe speech impairments, is described to support the role of phonologic awareness in reading. Given the critical need for literacy development in individuals with little or no functional speech and the inherent difficulties in observing and evaluating their phonologic awareness and reading skills, implications for research are discussed.},
    author = {Blischak, Doreen},
    citeulike-article-id = {12590755},
    citeulike-attachment-1 = {blischak_94_phonologic_981217.pdf; /pdf/user/acecentre/article/12590755/981217/blischak_94_phonologic_981217.pdf; ba288e68e65ac3d21584f25e2f2d8d96472247e4},
    citeulike-attachment-2 = {blischak_94_phonologic_1041806.pdf; /pdf/user/acecentre/article/12590755/1041806/blischak_94_phonologic_1041806.pdf; 2332ea616b6a0fb74d4869c03bd29a340175f973},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619412331276950},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619412331276950},
    date-added = {2013-08-21 15:51:37},
    day = {1},
    doi = {10.1080/07434619412331276950},
    journal = {Augment Altern Commun},
    keywords = {literacy, phonological\_awareness, reading, speech\_impairment},
    month = jan,
    number = {4},
    pages = {245--254},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Phonologic awareness: Implications for individuals with little or no functional speech},
    url = {http://dx.doi.org/10.1080/07434619412331276950},
    volume = {10},
    year = {1994}
}

@article{citeulike:12590735,
    abstract = {In normal adults, concurrent articulation impairs short-term memory, abolishing both the phonological similarity effect and the word length effect when visual presentation is used. It also interferes with ability to judge whether visually presented words rhyme. It is generally assumed that concurrent articulation impairs performance because it prevents people from recoding material into an articulatory form. If this is the explanation, then individuals who are congenitally speechless (anarthric) or speech-impaired (dysarthric) should show the same impairments as normal individuals who are concurrently articulating?i.e. they should have reduced memory spans, fail to show word length and phonological similarity effects in short-term memory, and find rhyme judgement difficult. These predictions were tested in a study of 48 cerebral palsied individuals: 12 anarthric, 12 dysarthric, and 24 controls individually matched to the speech-impaired subjects. There was no impairment of memory span in speech-impaired subjects, who showed normal phonological similarity and word-length effects in short-term memory. Speech-impaired subjects did not differ from their controls in ability to tell whether names of pairs of pictures rhymed. These results challenge the notion that ?articulatory coding? is implicated in short-term memory and rhyme judgement and suggests that processes such as rehearsal and phonemic segmentation involve generation of a more abstract central phonological code.},
    author = {Bishop, D. V. M. and Robson, J.},
    citeulike-article-id = {12590735},
    citeulike-attachment-1 = {bishop_89_unimpaired_917083.pdf; /pdf/user/acecentre/article/12590735/917083/bishop_89_unimpaired_917083.pdf; f8563ca2d91a83a759d17ae239c9d284ac11d140},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/14640748908402356},
    citeulike-linkout-1 = {http://www.tandfonline.com/doi/abs/10.1080/14640748908402356},
    date-added = {2013-08-21 15:21:58},
    day = {1},
    doi = {10.1080/14640748908402356},
    file = {bishop_89_unimpaired_917083.pdf},
    journal = {The Quarterly Journal of Experimental Psychology Section A},
    keywords = {anarthria, cerebral-palsy, literacy, rhyme\_judgement, speech\_impairment},
    month = feb,
    number = {1},
    pages = {123--140},
    priority = {2},
    publisher = {Routledge},
    title = {Unimpaired short-term memory and rhyme judgement in congenitally speechless individuals: Implications for the notion of  ” articulatory coding”},
    url = {http://dx.doi.org/10.1080/14640748908402356},
    volume = {41},
    year = {1989}
}

@article{citeulike:10177959,
    abstract = {The purpose of this paper is to speculate about the relationship between the use of graphic symbols utilized by many individuals with severe communication disorders and the acquisition of beginning reading skills. In particular, the skills and processes necessary for individuals to be able to look at written words and determine their spoken counterparts are considered here. This discussion is based on the literature related to reading acquisition in normally developing young children, with logical inferences made to the population of individuals who are augmentative and alternative communication (AAC) users. Arguments are presented that suggest that the use of graphic symbols may facilitate specific components of print and word awareness, but that the overall impact of these symbol sets/systems on beginning reading may be minimal. Conclusions made are speculative in nature; future research is warranted.},
    author = {Bishop, Kerri and Rankin, Joan and Mirenda, Pat},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {10177959},
    citeulike-attachment-1 = {bishop_94_impact_981157.pdf; /pdf/user/acecentre/article/10177959/981157/bishop_94_impact_981157.pdf; ad160f1276cd0a557feb3ac92a5aa80d0805f588},
    citeulike-attachment-2 = {bishop_94_impact_1041805.pdf; /pdf/user/acecentre/article/10177959/1041805/bishop_94_impact_1041805.pdf; 9e9a3f6c35713f7be6acd9ae488e391fbb3f1f44},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619412331276820},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619412331276820},
    date-added = {2013-08-21 14:35:52},
    day = {1},
    doi = {10.1080/07434619412331276820},
    journal = {Augment Altern Commun},
    keywords = {aac, literacy, reading, symbol\_sets},
    month = jan,
    number = {2},
    pages = {113--125},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Impact of graphic symbol use on reading acquisition},
    url = {http://dx.doi.org/10.1080/07434619412331276820},
    volume = {10},
    year = {1994}
}

@article{citeulike:713383,
    abstract = {
                This study investigated the link between expressive phonological impairments, phonological awareness, and literacy. Previous investigations of literacy skills in children with speech impairments have given mixed results; here we considered whether presence of additional language impairments or severity of the speech impairment was an important prognostic factor. Thirty-one children with expressive phonological impairments were compared with control children matched on age and nonverbal ability on three occasions, at mean ages of 70, 79, and 91 months. On each occasion they were given three tests of phonological awareness: one involved rime-matching and two involved onset-matching. At assessments 2 and 3 literacy skills were assessed. Children with phonological impairments scored well below their controls on phonological awareness and literacy, independent of whether or not they had other language problems. Although many of them knew letter sounds, they were poor at reading and writing nonwords as well as real words. It is suggested that both the speech impairment and the literacy problems arise from a failure to analyze syllables into smaller phonological units. The severity of the phonological problems in relation to age is an important determinant of literacy outcome; children who have severe expressive phonological impairments at the time they start school are at particular risk for reading and spelling problems.
            },
    address = {Speech Therapy Department Radcliffe Infirmary Oxford, England.},
    author = {Bird, J. and Bishop, D. V. and Freeman, N. H.},
    citeulike-article-id = {713383},
    citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/7596110},
    citeulike-linkout-1 = {http://www.hubmed.org/display.cgi?uids=7596110},
    date-added = {2013-08-21 14:24:39},
    issn = {0022-4685},
    journal = {Journal of speech and hearing research},
    keywords = {children, expressive\_phonological\_impairment, literacy, phonological\_awareness},
    month = apr,
    number = {2},
    pages = {446--462},
    pmid = {7596110},
    priority = {2},
    title = {Phonological awareness and literacy development in children with expressive phonological impairments.},
    url = {http://view.ncbi.nlm.nih.gov/pubmed/7596110},
    volume = {38},
    year = {1995}
}

@article{citeulike:11751002,
    abstract = {The purpose of this study was to investigate phonological processing in children and adolescents with congenital motor speech impairments. Thirty-two participants with cerebral palsy and no intelligible speech who used augmentative and alternative communication (AAC user group) and 32 students with impaired but intelligible speech (speech-impaired group), aged 7.5 to 17.5, as well as reading-level-matched controls (younger children with normal speech and no physical disabilities) were assessed on a protocol of phonological processing in three areas: retrieval of whole-word phonology, phoneme awareness, and phonological recoding. Phoneme awareness and phonological recoding were assessed from beginning to advanced levels. Reading assessment included two nonspeech measures of word reading. Between-group comparisons indicated that, compared to reading-level-matched controls, both the AAC user and the speech-impaired group scored significantly lower in all areas of phonological processing. Relative strengths and weaknesses in phonological processing were identified. For example, although AAC users and students with impaired but intelligible speech showed relatively good competence in using sound-letter correspondences to recognize unknown printed strings, they showed low skill in using sound-letter correspondences to spell, even though in speaking children these two skills are comparable. The results are discussed in terms of their implications for understanding and addressing the literacy learning needs of students with congenital motor speech impairments.},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {11751002},
    citeulike-attachment-1 = {_99_phonological_917053.pdf; /pdf/user/acecentre/article/11751002/917053/_99_phonological_917053.pdf; 65797fcbe54dc12e6668e575b37b6fc36661782a},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619912331278725},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619912331278725},
    date-added = {2013-08-21 13:52:47},
    day = {1},
    doi = {10.1080/07434619912331278725},
    file = {_99_phonological_917053.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, cerebral-palsy, literacy, motor\_speech\_impairment, phonological\_processing},
    month = jan,
    number = {3},
    pages = {191--211},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Phonological processing and literacy in AAC users and students with motor speech impairments},
    url = {http://dx.doi.org/10.1080/07434619912331278725},
    volume = {15},
    year = {1999}
}

@article{citeulike:12590680,
    author = {Bentum, Kwesi E.},
    citeulike-article-id = {12590680},
    citeulike-attachment-1 = {bentum_03_does_917052.pdf; /pdf/user/acecentre/article/12590680/917052/bentum_03_does_917052.pdf; fd6659729b85315077f3d1ee17276111bf58604a},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/02702710390227387},
    citeulike-linkout-1 = {http://www.tandfonline.com/doi/abs/10.1080/02702710390227387},
    date-added = {2013-08-21 13:49:14},
    day = {1},
    doi = {10.1080/02702710390227387},
    file = {bentum_03_does_917052.pdf},
    journal = {Reading Psychology},
    keywords = {learning\_disability, literacy, longitudinal\_study, reading, spelling},
    month = jan,
    number = {3-4},
    pages = {361--382},
    priority = {2},
    publisher = {Routledge},
    title = {DOES READING INSTRUCTION IN LEARNING DISABILITY RESOURCE ROOMS REALLY WORK?: A LONGITUDINAL STUDY},
    url = {http://dx.doi.org/10.1080/02702710390227387},
    volume = {24},
    year = {2003}
}

@article{citeulike:12590674,
    abstract = {The study investigated the early literacy experiences of five preschool-aged children with severe physical and speech impairments. The children were videotaped during two 10-minute story reading sessions with their mothers; the interactions were transcribed and coded. Results indicated that the participation patterns were asymmetrical. The mothers dominated the exchanges, and the children forfeited many of their communicative opportunities. The interactions were synchronous; the dyads shared a focus in the interactions. There was some variation across the dyads with respect to the specific communicative interaction patterns observed. The children in Dyads 3 and 4 participated infrequently during the story reading sessions; the children in Dyads 1, 2, and 5 were more active in the story reading interactions and demonstrated a greater range of communicative behaviors. Directions for intervention and for future research are discussed in light of the results.},
    citeulike-article-id = {12590674},
    citeulike-attachment-1 = {_94_story_917050.pdf; /pdf/user/acecentre/article/12590674/917050/_94_story_917050.pdf; 62dce27bf0845d758c809e52dab8c35747cbdbb7},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619412331276960},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619412331276960},
    date-added = {2013-08-21 13:46:07},
    day = {1},
    doi = {10.1080/07434619412331276960},
    file = {_94_story_917050.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, children, interaction, language\_development, literacy, parents},
    month = jan,
    number = {4},
    pages = {255--268},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Story Reading interactions between preschoolers who use AAC and their mothers},
    url = {http://dx.doi.org/10.1080/07434619412331276960},
    volume = {10},
    year = {1994}
}

@article{citeulike:12590662,
    abstract = {A single subject multiple probe across subjects research design was used to evaluate a writing instructional program for children who use augmentative and alternative communication (AAC). Specifically, the effect of instruction on the selection of initial letters of words by 3 children with developmental disabilities who used AAC was evaluated. The writing instructional program comprised direct instruction in letter-sound correspondence and selection of initial letters of words, and a writing workshop-type task to provide instruction in literacy activities. Two of the 3 children were successful in the acquisition of the target skill, maintained use of the skill at least 1 month following instruction, and demonstrated some generalization of the skill to less structured tasks. The third child required a simplified instructional program to accommodate transient episodes of hemiplegia and to increase his time on task. The results of the study suggest that an instructional program that combines a direct instruction approach and a writing workshop-type activity may facilitate the development and application of phonemic awareness skills with children who use AAC.},
    citeulike-article-id = {12590662},
    citeulike-attachment-1 = {The_Effect_of_Direct_Instruction_and_Writers_Workshop_on_the_early_Writing_Skills_of_Children_Who_use_AAC.pdf; /pdf/user/acecentre/article/12590662/917047/The_Effect_of_Direct_Instruction_and_Writers_Workshop_on_the_early_Writing_Skills_of_Children_Who_use_AAC.pdf; 730abe495009a9e2275248a857b9405a43e0c368},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610410001699690},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434610410001699690},
    date-added = {2013-08-21 13:42:21},
    day = {1},
    doi = {10.1080/07434610410001699690},
    file = {The_Effect_of_Direct_Instruction_and_Writers_Workshop_on_the_early_Writing_Skills_of_Children_Who_use_AAC.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, children, literacy, phonemic\_awareness, sound\_letter\_correspondence, writing},
    month = jan,
    number = {3},
    pages = {164--178},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {The Effect of Direct Instruction and Writer's Workshop on the Early Writing Skills of Children Who Use Augmentative and Alternative Communication},
    url = {http://dx.doi.org/10.1080/07434610410001699690},
    volume = {20},
    year = {2004}
}

@article{citeulike:12590583,
    author = {Caves, Kevin},
    citeulike-article-id = {12590583},
    citeulike-attachment-1 = {caves_00_using_917620.pdf; /pdf/user/acecentre/article/12590583/917620/caves_00_using_917620.pdf; 9aa1000d5ef135786d33c2a17819db908e0d4ced},
    citeulike-linkout-0 = {http://dx.doi.org/10.1310/mqhy-6kvw-v6gp-1rnm},
    citeulike-linkout-1 = {http://www.metapress.com/content/mqhy6kvwv6gp1rnm},
    date-added = {2013-08-21 12:44:58},
    day = {1},
    doi = {10.1310/mqhy-6kvw-v6gp-1rnm},
    file = {caves_00_using_917620.pdf},
    journal = {Topics in Stroke Rehabilitation},
    keywords = {aac, access, communication, lf-litreview, physical, scanning, switch},
    month = jan,
    number = {1},
    pages = {77--82},
    priority = {2},
    title = {Using Encoded Input Strategies To Facilitate Computer and Communication Access for Individuals with Physical Disabilities},
    url = {http://dx.doi.org/10.1310/mqhy-6kvw-v6gp-1rnm},
    volume = {7},
    year = {2000}
}

@proceedings{citeulike:296867,
    abstract = {This session looks beyond word prediction and grid layout to examine a range of useful switch techniques such as corrective scanning, switch coding and disambiguation.},
    author = {Hawes, Paul and Blenkhorn, Paul},
    booktitle = {CSUN 1999},
    citeulike-article-id = {296867},
    citeulike-attachment-1 = {hawes_99_speeding_917621.pdf; /pdf/user/acecentre/article/296867/917621/hawes_99_speeding_917621.pdf; 5224dc3487d6a8c4c23674583c442340bb3afb29},
    citeulike-linkout-0 = {http://www.dinf.ne.jp/doc/english/Us\_Eu/conf/csun\_99/session0225.html},
    date-added = {2013-08-21 12:44:48},
    day = {10},
    file = {hawes_99_speeding_917621.pdf},
    institution = {University of Manchester Institute of Science and Technology},
    keywords = {access, disambiguation, lf-litreview, scanning, switch, switching, word-prediction, writing},
    location = {The Center on Disabilities, Los Angeles},
    month = may,
    priority = {2},
    publisher = {Disabilities Information Resources},
    title = {Speeding up your switch input},
    url = {http://www.dinf.ne.jp/doc/english/Us\_Eu/conf/csun\_99/session0225.html},
    year = {1999}
}

@article{citeulike:12590561,
    abstract = {Individuals with vision and hearing impairments in combination with severe orthopaedic impairments often fail to demonstrate any clear awareness of contingent relationships between their own behaviors and environmental outcomes. Without contingency awareness, it is not possible to engage in intentional communicative behavior. A single case design is presented involving a deaf-blind child with severe orthopaedic impairments who demonstrated no contingency awareness. The study was designed to examine the use of microswitch manipulanda to facilitate the awareness of social contingencies as a potential foundation for the development of intentional communicative behavior. Results indicated that the child increased the targeted motor behavior (activating a microswitch) under conditions involving the delivery of social contingencies, but not under conditions involving the delivery of nonsocial contingencies. Subsequent clinical applications are described to illustrate the direct impact of these findings on procedures for training the child\&\#039;s expressive and receptive communication skills.},
    author = {Schweigert, Philip},
    citeulike-article-id = {12590561},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434618912331275196},
    citeulike-linkout-1 = {http://www.ingentaconnect.com/content/apl/taac/1989/00000005/00000003/art00006},
    date-added = {2013-08-21 12:44:38},
    doi = {10.1080/07434618912331275196},
    issn = {0743-4618},
    journal = {Augmentative \&\#38; Alternative Communication},
    keywords = {aac, access, assistive-technology, lf-litreview, social, switch},
    month = sep,
    pages = {192--198},
    priority = {2},
    publisher = {Informa Healthcare},
    title = {Use of microswitch technology to facilitate social contingency awareness as a basis for early communication skills},
    url = {http://dx.doi.org/10.1080/07434618912331275196},
    year = {1989}
}

@article{citeulike:272188,
    abstract = {BACKGROUND AND PURPOSE: The purpose of this study was to use single-subject research methods, combined with social validation procedures, as part of an evaluation/intervention process exploring the effects of adapted switch-operated devices on self-initiated behaviors of a 6-year-old child with profound multiple disabilities. METHOD: A single-subject withdrawal design with multiple phases, including one alternating treatments phase, was used to investigate the participant's ability to perform selective, voluntary motions as indicators of contingency awareness and preferences. Social validity also was assessed. RESULTS: The child demonstrated the ability to use two switch sites to activate adapted switch-operated devices when a preferred stimulus was contingent on a specific motor action, and she demonstrated the ability to communicate preferences as indicated by more frequent switch activations for one consequence than for a second consequence. Social validity results indicated that both the parents and school personnel generally viewed the evaluation/intervention process as positive. CONCLUSIONS: Single-subject research methods, combined with social validation procedures, can be used effectively in the evaluation/intervention process for children with profound multiple disabilities.},
    address = {Division of Occupational Therapy, Department of Rehabilitation Medicine, University of Washington, Seattle, Washington 98195, USA.},
    author = {Shull, J. and Deitz, J. and Billingsley, F. and Wendel, S. and Kartin, D.},
    citeulike-article-id = {272188},
    citeulike-linkout-0 = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&\#38;-format=detail.htm\&\#38;-lay=list\&\#38;-max=20\&\#38;-recid=39936\&\#38;-find=},
    citeulike-linkout-1 = {http://view.ncbi.nlm.nih.gov/pubmed/15669669},
    citeulike-linkout-2 = {http://www.hubmed.org/display.cgi?uids=15669669},
    date-added = {2013-08-21 12:44:25},
    issn = {0194-2638},
    journal = {Phys Occup Ther Pediatr},
    keywords = {access, accessibility, at, children, computer, computing, disabilities, lf-litreview, lit-review, switch},
    number = {4},
    pages = {47--62},
    pmid = {15669669},
    priority = {2},
    title = {Assistive technology programming for a young child with profound disabilities: a single-subject study.},
    url = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&\#38;-format=detail.htm\&\#38;-lay=list\&\#38;-max=20\&\#38;-recid=39936\&\#38;-find=},
    volume = {24},
    year = {2004}
}

@article{citeulike:12590546,
    abstract = {A stroll through any local toy store reveals that children without disabilities embark on their foray into the use of single switch technology when they are very young. A wide variety of commercially available toys are activated by single switches. For example, PLAYSKOOL's Talking Mr. Potato Head is a toy whose hat serves as a single switch. When depressed, Mr. Potato Head recites lines from the movie Toy Story-2. Another example is Elmo's Boom Box by Fisher Price. This toy has three buttons which each serve as a single switch. When depressed, the switches randomly play segments of children's songs.},
    author = {Johnston, Susan S.},
    citeulike-article-id = {12590546},
    citeulike-attachment-1 = {johnston_03_making_917622.pdf; /pdf/user/acecentre/article/12590546/917622/johnston_03_making_917622.pdf; 9d09ed0cdf7e50305b765b18cf02b1e278f90157},
    citeulike-linkout-0 = {http://web.archive.org/web/20070707171716/http://jset.unlv.edu/18.2/asseds/ashton.html},
    citeulike-linkout-1 = {http://web.archive.org/web/20070715033826/http://jset.unlv.edu/18.2/asseds/ashton.pdf},
    date-added = {2013-08-21 12:44:08},
    editor = {Ashton, Tamarah},
    file = {johnston_03_making_917622.pdf},
    journal = {Journal of Special Educational Technology},
    keywords = {access, introduction, lf-litreview, switch},
    number = {2},
    priority = {2},
    title = {Making the most of single switch technology: A primer.},
    url = {http://web.archive.org/web/20070707171716/http://jset.unlv.edu/18.2/asseds/ashton.html},
    volume = {18},
    year = {2003}
}

@book{citeulike:12590537,
    author = {Bain EdD OTR FAOTA, Beverly K. and Dawn Leger Ph, D.},
    citeulike-article-id = {12590537},
    citeulike-linkout-0 = {http://www.amazon.ca/exec/obidos/redirect?tag=citeulike09-20\&path=ASIN/0443075522},
    citeulike-linkout-1 = {http://www.amazon.de/exec/obidos/redirect?tag=citeulike01-21\&path=ASIN/0443075522},
    citeulike-linkout-2 = {http://www.amazon.fr/exec/obidos/redirect?tag=citeulike06-21\&path=ASIN/0443075522},
    citeulike-linkout-3 = {http://www.amazon.jp/exec/obidos/ASIN/0443075522},
    citeulike-linkout-4 = {http://www.amazon.co.uk/exec/obidos/ASIN/0443075522/citeulike00-21},
    citeulike-linkout-5 = {http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20\&path=ASIN/0443075522},
    citeulike-linkout-6 = {http://www.worldcat.org/isbn/0443075522},
    citeulike-linkout-7 = {http://books.google.com/books?vid=ISBN0443075522},
    citeulike-linkout-8 = {http://www.amazon.com/gp/search?keywords=0443075522\&index=books\&linkCode=qs},
    citeulike-linkout-9 = {http://www.librarything.com/isbn/0443075522},
    date-added = {2013-08-21 12:43:57},
    day = {28},
    howpublished = {Paperback},
    isbn = {0443075522},
    keywords = {access, assistive-technology, lf-litreview, switch, textbook},
    month = may,
    priority = {2},
    publisher = {Churchill Livingstone},
    title = {Assistive Technology: An Interdisciplinary Approach, 1e},
    url = {http://www.worldcat.org/isbn/0443075522},
    year = {1997}
}

@article{citeulike:11564730,
    abstract = {
                The Individuals with Disabilities Act was implemented in 1975 to assure that all children aged 0-21 years old have access and the right to an equal education. However, young children with disabilities continue to need additional support to meet the reading readiness standards as outlined in The No Child Left Behind legislation (2004). Although all children benefit from readiness skills, it is essential for children with special needs. With the technology boom of the past decade, assistive technology (AT) has been used increasingly to enhance emerging literacy skills. In order to identify current trends in the use of AT as a means to enhance emergent literacy skills in young children with disabilities, a systematic review of the literature was undertaken. The findings from this review support the scarcity of empirical research demonstrating the benefit of AT to promote emergent literacy with young children with disabilities. We also found a need for evidence supporting education approaches for the proper use of AT in early childhood literacy as well as little family knowledge regarding the implementation and instructional use of AT.
            },
    author = {Burne, Brian and Knafelc, Valerie and Melonis, Maureen and Heyn, Patricia C.},
    booktitle = {Disability and Rehabilitation: Assistive Technology},
    citeulike-article-id = {11564730},
    citeulike-attachment-1 = {burne_11_use_917036.pdf; /pdf/user/acecentre/article/11564730/917036/burne_11_use_917036.pdf; 375df65fd16cb62c84734bd6debe22ef3d6e6483},
    citeulike-linkout-0 = {http://dx.doi.org/10.3109/17483107.2010.522684},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.3109/17483107.2010.522684},
    citeulike-linkout-2 = {http://view.ncbi.nlm.nih.gov/pubmed/20923322},
    citeulike-linkout-3 = {http://www.hubmed.org/display.cgi?uids=20923322},
    date-added = {2013-08-21 12:34:40},
    day = {5},
    doi = {10.3109/17483107.2010.522684},
    file = {burne_11_use_917036.pdf},
    issn = {1748-3115},
    journal = {Disability and rehabilitation. Assistive technology},
    keywords = {assistive-technology, children, cognitive\_disability, learning\_disability, literacy, phonology, reading, systematic\_review},
    month = oct,
    number = {3},
    pages = {207--213},
    pmid = {20923322},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {The use and application of assistive technology to promote literacy in early childhood: a systematic review.},
    url = {http://dx.doi.org/10.3109/17483107.2010.522684},
    volume = {6},
    year = {2011}
}

@book{citeulike:12590586,
    author = {Brooks, Greg},
    citeulike-article-id = {12590586},
    citeulike-attachment-1 = {brooks_02_what_917034.pdf; /pdf/user/acecentre/article/12590586/917034/brooks_02_what_917034.pdf; d3d3a0a53364aed0fbe5ee0f389e64b991d782da},
    citeulike-linkout-0 = {http://www.worldcat.org/isbn/1841858307},
    citeulike-linkout-1 = {http://books.google.com/books?vid=ISBN1841858307},
    citeulike-linkout-2 = {http://www.amazon.com/gp/search?keywords=1841858307\&index=books\&linkCode=qs},
    citeulike-linkout-3 = {http://www.librarything.com/isbn/1841858307},
    citeulike-linkout-4 = {http://www.worldcat.org/oclc/51642290},
    date-added = {2013-08-21 12:24:29},
    file = {brooks_02_what_917034.pdf},
    isbn = {1841858307},
    keywords = {children, intervention, literacy},
    priority = {2},
    publisher = {Department of Education and Skills},
    title = {What works for children with literacy difficulties? : the effectiveness of intervention schemes},
    url = {http://www.worldcat.org/isbn/1841858307},
    year = {2002}
}

@article{citeulike:548431,
    abstract = {
                School-age students who use AAC need access to communication, reading, and writing tools that can support them to actively engage in literacy learning. They also require access to core literacy learning opportunities across grade levels that foster development of conventional literacy skills. The importance of the acquisition of conventional literacy skills for students who use AAC cannot be overemphasized. And yet, one of the critical challenges in supporting the literacy learning of students who use AAC has been a lack of knowledge about literacy curricula and supports to literacy learning for these students. Most students who use AAC do not become conventionally literate and few of those who do achieve literacy skills beyond the second grade level. This article will provide an overview of the most frequent reading instructional activities in first and third grade classrooms. To better understand the foundational experiences important to literacy learning, the results of a survey project that examined the reading activities of general education students and teachers during primary grade instruction are presented, and critical shifts in instruction that occurred between first and third grade are highlighted. The primary instructional focus of core reading activities is also examined, along with adaptations for students who use AAC.
            },
    author = {Sturm, Janet M. and Spadorcia, Stephanie A. and Cunningham, James W. and Cali, Kathleen S. and Staples, Amy and Erickson, Karen and Yoder, David E. and Koppenhaver, David A.},
    citeulike-article-id = {548431},
    citeulike-attachment-1 = {sturm_06_what_917030.pdf; /pdf/user/acecentre/article/548431/917030/sturm_06_what_917030.pdf; 41a09eedb299d0f784e673e132f360fdf63aef8f},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610500243826},
    citeulike-linkout-1 = {http://www.ingentaconnect.com/content/tandf/taac/2006/00000022/00000001/art00003},
    citeulike-linkout-2 = {http://view.ncbi.nlm.nih.gov/pubmed/17114156},
    citeulike-linkout-3 = {http://www.hubmed.org/display.cgi?uids=17114156},
    date-added = {2013-08-21 12:14:34},
    doi = {10.1080/07434610500243826},
    file = {sturm_06_what_917030.pdf},
    issn = {1477-3848},
    journal = {Augmentative and alternative communication (Baltimore, Md. : 1985)},
    keywords = {aac, implementation, literacy, reading, writing},
    month = mar,
    number = {1},
    pages = {21--36},
    pmid = {17114156},
    priority = {2},
    publisher = {Taylor and Francis Ltd},
    title = {What happens to reading between first and third grade? Implications for students who use AAC.},
    url = {http://dx.doi.org/10.1080/07434610500243826},
    volume = {22},
    year = {2006}
}

@article{citeulike:12590570,
    abstract = {This paper is the text of the Don Johnston, Inc. Distinguished Lecture that was presented by the author at the Biennial ISAAC Conference in Dublin, Ireland in August 1998. In the lecture, the author makes the case that literacy is integral to the augmentative and alternative communication endeavor for people with severe speech and physical impairments, rather than a separate entity or an ?add on.? He emphasizes that emergent literacy is necessary but not sufficient for intervention and that intervention research and program development must seek to achieve and measure conventional literacy outcomes.},
    citeulike-article-id = {12590570},
    citeulike-attachment-1 = {_00_literacy_917029.pdf; /pdf/user/acecentre/article/12590570/917029/_00_literacy_917029.pdf; 32473f9037aca456f7efdb47b27dc9642a27185c},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610012331279124},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434610012331279124},
    date-added = {2013-08-21 12:07:35},
    day = {1},
    doi = {10.1080/07434610012331279124},
    file = {_00_literacy_917029.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, emergent\_literacy, literacy, reading, writing},
    month = jan,
    number = {4},
    pages = {270--279},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Literacy in AAC: What should be written on the envelope we push?},
    url = {http://dx.doi.org/10.1080/07434610012331279124},
    volume = {16},
    year = {2000}
}

@article{citeulike:12590567,
    abstract = {It is widely agreed that methods for evaluating the persistence of literacy difficulties require further development and research. This paper considers the use of single-case experimental design and reports an intervention study that involves monitoring the learning of eight children. The research examines to what extent the children make progress on the 'probe tests' based on the teaching programmes and, if progress is made, how it is reflected in scores on the Phonological Assessment Battery, British Ability Scale tests of reading and spelling, and the Neale Analysis of Reading Ability. The advantages and pitfalls of single-case experimental design are discussed in the light of this research .},
    author = {Reason, Rea and Morfidi, Eleni},
    citeulike-article-id = {12590567},
    citeulike-attachment-1 = {reason_01_literacy_917027.pdf; /pdf/user/acecentre/article/12590567/917027/reason_01_literacy_917027.pdf; ad6cb278db11f89af654787575299e135cf7c34c},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/02667360120072756},
    citeulike-linkout-1 = {http://www.tandfonline.com/doi/abs/10.1080/02667360120072756},
    date-added = {2013-08-21 12:05:30},
    day = {1},
    doi = {10.1080/02667360120072756},
    file = {reason_01_literacy_917027.pdf},
    journal = {Educational Psychology in Practice},
    keywords = {literacy, phonological\_awareness, reading, spelling},
    month = sep,
    number = {3},
    pages = {227--244},
    priority = {2},
    publisher = {Routledge},
    title = {Literacy Difficulties and Single-Case Experimental Design},
    url = {http://dx.doi.org/10.1080/02667360120072756},
    volume = {17},
    year = {2001}
}

@article{citeulike:652100,
    abstract = {Major theories of how skilled readers recognize, understand and pronounce written words include processes for phonological recoding (i.e., translating segments of print to their corresponding segments of sound) and processes by which direct access is achieved from printed words to their meanings. If these are the processes employed in skilled reading, then these are the processes which children learning to read must develop in order to become skilled readers. This paper reviews experimental findings relevant to the development of both sets of processes in beginning and early readers.},
    author = {Stuart, Morag},
    citeulike-article-id = {652100},
    citeulike-attachment-1 = {stuart_06_learning_917025.pdf; /pdf/user/acecentre/article/652100/917025/stuart_06_learning_917025.pdf; 045e51ff562e7b7c3ab70c12612103b34fc0990a},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/13603110600574330},
    citeulike-linkout-1 = {http://www.ingentaconnect.com/content/routledg/clre/2006/00000004/00000001/art00003},
    citeulike-linkout-2 = {http://www.tandfonline.com/doi/abs/10.1080/13603110600574330},
    date-added = {2013-08-21 12:02:10},
    day = {1},
    doi = {10.1080/13603110600574330},
    file = {stuart_06_learning_917025.pdf},
    issn = {1474-8460},
    journal = {London Review of Education},
    keywords = {emergent\_literacy, literacy, phoneme\_grapheme\_correspondence, phonological\_awareness, reading},
    month = mar,
    number = {1},
    pages = {19--29},
    priority = {2},
    publisher = {Routledge},
    title = {Learning to read: developing processes for recognizing, understanding and pronouncing written words},
    url = {http://dx.doi.org/10.1080/13603110600574330},
    volume = {4},
    year = {2006}
}

@article{citeulike:12590557,
    abstract = {A survey was employed to compare the home literacy experiences of physically disabled preschoolers who use augmentative and alternative communication (AAC) systems to the experiences of their nondisabled (ND) peers. Questionnaires were completed by 15 parents of children in each group. Results of the survey indicated that the general reading and writing environments in the households of the two groups were similar: there were available a range of literacy materials and regular models of others reading and writing. Although both groups of children were reported to be interested in literacy activities, the children in the AAC group had less opportunity to use printed materials or to participate in writing/drawing activities. When engaged in story reading activities, the children in the AAC group seemed to be less involved in initiating and asking questions about the text than the children in the ND group. Parental priorities for their children differed somewhat between the two groups. The parents in the AAC group gave highest priority to communication and then to physical needs such as mobility and feeding. The parents of the ND group gave highest priority to communication and making friends, and then to literacy activities. Results of the study are discussed in light of the literature, and directions for future research are suggested.},
    author = {Light, Janice and Smith, Alison K.},
    citeulike-article-id = {12590557},
    citeulike-attachment-1 = {Home_Literacy.pdf; /pdf/user/acecentre/article/12590557/917024/Home_Literacy.pdf; 4094a92e8e4afb1a78d7343ce410f2f568c6d96f},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619312331276371},
    citeulike-linkout-1 = {http://www.ingentaconnect.com/content/apl/taac/1993/00000009/00000001/art00004},
    date-added = {2013-08-21 11:55:22},
    doi = {10.1080/07434619312331276371},
    file = {Home_Literacy.pdf},
    issn = {0743-4618},
    journal = {Augmentative \&\#38; Alternative Communication},
    keywords = {aac, literacy, physical\_disability},
    month = mar,
    pages = {10--25},
    priority = {2},
    publisher = {Informa Healthcare},
    title = {Home literacy experiences of preschoolers who use AAC systems and of their nondisabled peers},
    url = {http://dx.doi.org/10.1080/07434619312331276371},
    year = {1993}
}

@article{citeulike:12590553,
    abstract = {This article is the written version of the Don Johnston, Inc./AbleNet Distinguished Lecture that was presented by the author at the biennial meeting of the International Society for Augmentative and Alternative Communication (ISAAC) in Washington, DC, August 2000. The author reviews relevant historical and philosophical positions that have influenced the field of augmentative and alternative communication (AAC) and challenges practitioners to emphasize language development for communicative competence. He also urges practitioners to continue to advance the cause of literacy instruction and development for AAC users, regardless of their apparent ability.},
    citeulike-article-id = {12590553},
    citeulike-attachment-1 = {_01_having_917020.pdf; /pdf/user/acecentre/article/12590553/917020/_01_having_917020.pdf; 0f2b0cc043330f04d6267cf6b877481cbe745302},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/aac.17.1.2.10},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/aac.17.1.2.10},
    date-added = {2013-08-21 11:45:11},
    day = {1},
    doi = {10.1080/aac.17.1.2.10},
    file = {_01_having_917020.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, communicative\_competence, language, literacy},
    month = jan,
    number = {1},
    pages = {2--10},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Having My Say},
    url = {http://dx.doi.org/10.1080/aac.17.1.2.10},
    volume = {17},
    year = {2001}
}

@article{citeulike:10177958,
    abstract = {Several major transitions in language use take place during the first 5 years of life. Each transition allows the child to move to a higher level of complexity of expression and to accomplish communicative goals more flexibly and precisely than was done at the previous level. At least three of these transitions appear to be modulated to some degree by speech. In the first transition, prelinguistic to early linguistic communication, babbling provides the infant with a prelinguistic form of vocal behavior that is in many ways analogous to language. A second transition takes place in the movement from single words to multiword combinations. In the process of this transition, word order becomes a means by which children convey semantic role information, and transitional forms such as successive one-word utterances help to facilitate the child's leap from single-word speech to multiword sentences. A third transition involves the development of phonological awareness, an important basis for the acquisition of literacy, which builds on the foundation laid by the phonological system for articulation. In each of these transitions, speech appears important for mediating the move to a higher language level. This paper considers the question of how these transitions can be facilitated in children who use augmentative and alternative communication rather than speech as a first expressive system, in order to provide as precise and flexible a communication modality as possible to children with severe speech impairments.},
    booktitle = {Augmentative and Alternative Communication},
    citeulike-article-id = {10177958},
    citeulike-attachment-1 = {_97_facilitating_917017.pdf; /pdf/user/acecentre/article/10177958/917017/_97_facilitating_917017.pdf; 7ba8d4af5a7d7a67e3951b7118867ab5a645d457},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619712331277958},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619712331277958},
    date-added = {2013-08-21 11:35:54},
    day = {1},
    doi = {10.1080/07434619712331277958},
    file = {_97_facilitating_917017.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, language\_development, literacy, phonological\_awareness},
    month = jan,
    number = {3},
    pages = {141--148},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Facilitating transitions in language development for children using AAC},
    url = {http://dx.doi.org/10.1080/07434619712331277958},
    volume = {13},
    year = {1997}
}

@article{citeulike:12590543,
    abstract = {This paper addresses several methodological issues in augmentative and alternative communication (AAC) efficacy research pertaining to interactive storybook reading in young children with severe speech impairments. Three recent studies attempting to systematically examine the effects of intervention on facilitating the linguistic participation of these children during storybook reading are discussed in order to illustrate the following issues: (1) subject selection criteria in terms of pertinent variables to consider; (2) experimental design with an emphasis on the use of single-subject designs; (3) selection of relevant intervention goals; (4) intervention strategies/approaches appropriate for the child and partner; (5) measurement of behavior change, including generalization and maintenance of intervention effects; and (6) evaluation of functional outcomes.},
    citeulike-article-id = {12590543},
    citeulike-attachment-1 = {_99_efficacy_917016.pdf; /pdf/user/acecentre/article/12590543/917016/_99_efficacy_917016.pdf; 582493fee5a8c42450b02f4da50cea7bc723e644},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434619912331278565},
    citeulike-linkout-1 = {http://www.informahealthcare.com/doi/abs/10.1080/07434619912331278565},
    date-added = {2013-08-21 11:32:46},
    day = {1},
    doi = {10.1080/07434619912331278565},
    file = {_99_efficacy_917016.pdf},
    journal = {Augment Altern Commun},
    keywords = {aac, literacy, reading, research},
    month = jan,
    number = {1},
    pages = {45--55},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {Efficacy research issues in AAC: interactive storybook reading},
    url = {http://dx.doi.org/10.1080/07434619912331278565},
    volume = {15},
    year = {1999}
}

@article{citeulike:12590535,
    abstract = {
                The aim of the study was to investigate the effectiveness of three feedback conditions, using a speech-generating device, on spelling performance of Tom, an 11-year-old boy with cerebral palsy and complex communication needs.
                Tom was taught to spell 12 words under three feedback conditions. In the SPEECH condition, he received only speech feedback from the device and in the PRINT condition he received only the orthographic feedback on the display of the device. In the SPEECH-PRINT condition, Tom received both speech output and orthographic feedback. An adapted alternating treatment design was used to investigate the effects of the three-feedback conditions. To strengthen the reliability and increase the internal validity of the findings, an intrasubject direct replication was carried out using the same procedure, but teaching 12 different spelling words to Tom.
                Tom reached criterion with the PRINT feedback condition first, followed by SPEECH and SPEECH-PRINT conditions simultaneously for the first 12 words, and the same order for the second set of 12 words.
                Overall, the PRINT condition was most efficient for Tom. The results are discussed in terms of evidence for learning style preferences within spelling instruction for a child with complex communication needs. Furthermore, the implications for targeting intervention to optimise spelling achievement amongst this group are considered.
            },
    author = {Raghavendra, Parimala and Oaten, Rebecca},
    citeulike-article-id = {12590535},
    citeulike-attachment-1 = {raghavendra_07_effects_917013.pdf; /pdf/user/acecentre/article/12590535/917013/raghavendra_07_effects_917013.pdf; d9b109cb739e28a920374aaf3c84d84fa7c9fd69},
    citeulike-linkout-0 = {http://view.ncbi.nlm.nih.gov/pubmed/19263536},
    citeulike-linkout-1 = {http://www.hubmed.org/display.cgi?uids=19263536},
    date-added = {2013-08-21 11:27:27},
    file = {raghavendra_07_effects_917013.pdf},
    issn = {1748-3107},
    journal = {Disability and rehabilitation. Assistive technology},
    keywords = {aac, cerebral-palsy, literacy, sgd, spelling},
    month = sep,
    number = {5},
    pages = {299--308},
    pmid = {19263536},
    priority = {2},
    title = {Effects of speech and print feedback on spelling performance of a child with cerebral palsy using a speech generating device.},
    url = {http://view.ncbi.nlm.nih.gov/pubmed/19263536},
    volume = {2},
    year = {2007}
}

@article{citeulike:198408,
    abstract = {The aim of this study was to evaluate a range of alternative computer input devices suitable for people with disabilities and to provide comparative data that will enable health care professionals and users to make informed choices when selecting products. Our focus was on the potential advantages and disadvantages of individual product features as they related to the abilities and needs of different users. A sample of 14 alternative keyboards and pointing devices commonly used by people with disabilities were appraised by 35 disabled adults. A multi-disciplinary panel of independent assessors also appraised the products. We identified key factors regarding the set-up, personal acceptability, ease of use, design features, compatibility and potential limitations of each device. We found that difficulties in accessing computers could sometimes be reduced or overcome by adjusting the existing workstation and customizing computer settings rather than through additional technology. However, successful computer access often requires a combined approach, as a single piece of equipment will rarely provide a complete solution. If alternative computer input devices are necessary, it is likely that the hardware settings will need customizing.},
    author = {Turpin, G. and Armstrong, J. and Frost, P. and Fine, B. and Ward, Cd and Pinnington, Ll},
    citeulike-article-id = {198408},
    citeulike-attachment-1 = {turpin_05_evaluation_917623.pdf; /pdf/user/acecentre/article/198408/917623/turpin_05_evaluation_917623.pdf; 65a163bc136ca15bb3ff942e7d6a741086837d12},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/03091900500075317},
    citeulike-linkout-1 = {http://www.ingentaconnect.com/content/tandf/tmet/2005/00000029/00000003/art00004},
    citeulike-linkout-2 = {http://view.ncbi.nlm.nih.gov/pubmed/16019881},
    citeulike-linkout-3 = {http://www.hubmed.org/display.cgi?uids=16019881},
    date-added = {2013-08-21 11:24:13},
    doi = {10.1080/03091900500075317},
    file = {turpin_05_evaluation_917623.pdf},
    issn = {0309-1902},
    journal = {Journal of medical engineering \& technology},
    keywords = {access, computer, disabilities, input-devices, otaccess, review},
    month = jun,
    number = {3},
    pages = {119--129},
    pmid = {16019881},
    priority = {2},
    publisher = {Taylor and Francis Ltd},
    title = {Evaluation of alternative computer input devices used by people with disabilities.},
    url = {http://dx.doi.org/10.1080/03091900500075317},
    volume = {29},
    year = {2005}
}

@article{OTDbase40036,
    abstract = {{Assistive technology has aided children with multiple disabilities to improve access and participation in their school and home environments. Effective educational outcomes from assistive technology use are dependent upon a coordinated assessment and implementation process. The literature on assistive technology with children was reviewed in order to identify current barriers to its effective integration within schools. These barriers were found to include lack of appropriate staff training and support, negative staff attitudes, inadequate assessment and planning processes, insufficient funding, difficulties procuring and managing equipment, and time constraints. A team model for assistive technology assessment and planning is proposed to optimize the educational goal achievement of children with multiple disabilities. Such a model can help target the allocation of occupational therapy resources in schools to best promote educational and broader functional outcomes from assistive technology use.}},
    author = {Copley, J. and Ziviani, J.},
    citeulike-article-id = {258646},
    citeulike-attachment-1 = {copley_04_barriers_917624.pdf; /pdf/user/acecentre/article/258646/917624/copley_04_barriers_917624.pdf; dad2bba67e7f59ecfcfcd0b69946082f12048498},
    citeulike-linkout-0 = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&\#38;-format=detail.htm\&\#38;-lay=list\&\#38;-max=20\&\#38;-recid=40036\&\#38;-find=},
    date-added = {2013-08-21 11:21:43},
    file = {copley_04_barriers_917624.pdf},
    journal = {Occupational Therapy International},
    keywords = {computing, lit-review, ot, otaccess},
    number = {4},
    pages = {229--243},
    priority = {2},
    title = {{Barriers to the use of assistive technology for children with multiple disabilities}},
    url = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&\#38;-format=detail.htm\&\#38;-lay=list\&\#38;-max=20\&\#38;-recid=40036\&\#38;-find=},
    volume = {11},
    year = {2004}
}
@article{citeulike:258646,
    abstract = {{Assistive technology has aided children with multiple disabilities to improve access and participation in their school and home environments. Effective educational outcomes from assistive technology use are dependent upon a coordinated assessment and implementation process. The literature on assistive technology with children was reviewed in order to identify current barriers to its effective integration within schools. These barriers were found to include lack of appropriate staff training and support, negative staff attitudes, inadequate assessment and planning processes, insufficient funding, difficulties procuring and managing equipment, and time constraints. A team model for assistive technology assessment and planning is proposed to optimize the educational goal achievement of children with multiple disabilities. Such a model can help target the allocation of occupational therapy resources in schools to best promote educational and broader functional outcomes from assistive technology use.}},
    author = {Copley, J. and Ziviani, J.},
    citeulike-article-id = {258646},
    citeulike-attachment-1 = {copley_04_barriers_917624.pdf; /pdf/user/acecentre/article/258646/917624/copley_04_barriers_917624.pdf; dad2bba67e7f59ecfcfcd0b69946082f12048498},
    citeulike-linkout-0 = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&\#38;-format=detail.htm\&\#38;-lay=list\&\#38;-max=20\&\#38;-recid=40036\&\#38;-find=},
    date-added = {2013-08-21 11:21:43},
    file = {copley_04_barriers_917624.pdf},
    journal = {Occupational Therapy International},
    keywords = {computing, lit-review, ot, otaccess},
    number = {4},
    pages = {229--243},
    priority = {2},
    title = {{Barriers to the use of assistive technology for children with multiple disabilities}},
    url = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&\#38;-format=detail.htm\&\#38;-lay=list\&\#38;-max=20\&\#38;-recid=40036\&\#38;-find=},
    volume = {11},
    year = {2004}
}

@article{citeulike:2563118,
    abstract = {A description of the range of environmental control units (ECUs) available in the United Kingdom is presented.},
    author = {Curtin, Michael},
    citeulike-article-id = {2563118},
    date-added = {2013-08-21 11:21:25},
    journal = {British Journal of Occupational Therapy},
    keywords = {assistive-technology, ec, environmental-control, ot, technology},
    month = nov,
    number = {11},
    pages = {419--24},
    priority = {2},
    title = {Technology for people with tetraplegia. Part 2: environmental control units.},
    volume = {57},
    year = {1994}
}

@article{OTDbase36387,
    abstract = {{Computer access was studied with children between the ages of 6 months \& 18 months with no known handicapping conditions. The research focused on determining at what age young children can access a computer using a single-switch system to run a simple cause-and-effect program. The sample consisted of 80 children.... Results demonstrated that some children as young as 6 months of age could control a computer-based, cause-and-effect program using a single-switch access system. Therefore, professionals who work with children with disabilities may consider introducing computers to children at this age or to children who are functioning near this cognitive developmental level.}},
    author = {Swinth, Y. and Anson, D. and Deitz, J.},
    citeulike-article-id = {274088},
    citeulike-linkout-0 = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&\#38;-format=detail.htm\&\#38;-lay=list\&\#38;-max=20\&\#38;-recid=36387\&\#38;-find=},
    date-added = {2013-08-21 11:21:18},
    journal = {AJOT},
    keywords = {access, computer, disability, findme2, lit-review, otaccess, skills, switch},
    number = {11},
    pages = {1031--1038},
    priority = {2},
    title = {{Single-Switch Computer Access for Infants and Toddlers}},
    url = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&-format=detail.htm\&-lay=list\&-max=20\&-recid=36387\&-find=},
    volume = {47},
    year = {1993}
}
@article{citeulike:274088,
    abstract = {{Computer access was studied with children between the ages of 6 months \& 18 months with no known handicapping conditions. The research focused on determining at what age young children can access a computer using a single-switch system to run a simple cause-and-effect program. The sample consisted of 80 children.... Results demonstrated that some children as young as 6 months of age could control a computer-based, cause-and-effect program using a single-switch access system. Therefore, professionals who work with children with disabilities may consider introducing computers to children at this age or to children who are functioning near this cognitive developmental level.}},
    author = {Swinth, Y. and Anson, D. and Deitz, J.},
    citeulike-article-id = {274088},
    citeulike-linkout-0 = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&\#38;-format=detail.htm\&\#38;-lay=list\&\#38;-max=20\&\#38;-recid=36387\&\#38;-find=},
    date-added = {2013-08-21 11:21:18},
    journal = {AJOT},
    keywords = {access, computer, disability, findme2, lit-review, otaccess, skills, switch},
    number = {11},
    pages = {1031--1038},
    priority = {2},
    title = {{Single-Switch Computer Access for Infants and Toddlers}},
    url = {http://thebishops.org/otdbase/FMPro?-db=otdbase\%5fdatabase.fp3\&-format=detail.htm\&-lay=list\&-max=20\&-recid=36387\&-find=},
    volume = {47},
    year = {1993}
}

@article{citeulike:12590517,
    author = {Cowan, Donna M. and Khan, Yasmin},
    citeulike-article-id = {12590517},
    citeulike-attachment-1 = {cowan_05_assistive_917625.pdf; /pdf/user/acecentre/article/12590517/917625/cowan_05_assistive_917625.pdf; 7d480a418c829a6c612106c25c5fbc56784a4b8b},
    citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.cupe.2005.02.003},
    date-added = {2013-08-21 11:21:09},
    doi = {10.1016/j.cupe.2005.02.003},
    file = {cowan_05_assistive_917625.pdf},
    issn = {09575839},
    journal = {Current Paediatrics},
    keywords = {assistive-technology, children, paediatric, team},
    month = jun,
    number = {3},
    pages = {207--212},
    priority = {2},
    title = {Assistive technology for children with complex disabilities},
    url = {http://dx.doi.org/10.1016/j.cupe.2005.02.003},
    volume = {15},
    year = {2005}
}

@article{citeulike:12589771,
    abstract = {
                The purpose of this study was to compare two conditions for teaching two children with autism (ages 4;10 and 5;4) who used Augmentative and Alternative Communication (AAC) to point to the printed letter that corresponded to the spoken letter sounds of /t/ and /m/. In one condition (gradual array), the printed letter was first presented in isolation and then distracter letters were gradually introduced. In the other condition (fixed array), the printed letter was immediately presented in combination with seven distracter letters. Using an alternating treatment design, results revealed that the fixed array condition resulted in a faster rate of acquisition of target skills for both participants. Implications and directions for future research are discussed.
            },
    author = {Johnston, Susan S. and Buchanan, Sara and Davenport, Lisa},
    citeulike-article-id = {12589771},
    citeulike-attachment-1 = {Comparison_of_Fixed_and_Gradual_Array_When_Teachin_Sound_Letter_Correspondence_to_Two_Children_with_Autism_who_use_AAC.pdf; /pdf/user/acecentre/article/12589771/916871/Comparison_of_Fixed_and_Gradual_Array_When_Teachin_Sound_Letter_Correspondence_to_Two_Children_with_Autism_who_use_AAC.pdf; a6ffbfd28ca08f77e7e340cf3d9591b246fe7972},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610902921516},
    citeulike-linkout-1 = {http://view.ncbi.nlm.nih.gov/pubmed/19444684},
    citeulike-linkout-2 = {http://www.hubmed.org/display.cgi?uids=19444684},
    date-added = {2013-08-20 16:54:57},
    doi = {10.1080/07434610902921516},
    file = {Comparison_of_Fixed_and_Gradual_Array_When_Teachin_Sound_Letter_Correspondence_to_Two_Children_with_Autism_who_use_AAC.pdf},
    issn = {1477-3848},
    journal = {Augmentative and alternative communication (Baltimore, Md. : 1985)},
    keywords = {aac, autism, literacy, sound\_letter\_correspondence},
    month = jun,
    number = {2},
    pages = {136--144},
    pmid = {19444684},
    priority = {2},
    title = {Comparison of fixed and gradual array when teaching sound-letter correspondence to two children with autism who use AAC.},
    url = {http://dx.doi.org/10.1080/07434610902921516},
    volume = {25},
    year = {2009}
}

@article{citeulike:12589734,
    abstract = {
                Studies addressing the cognitive processes of writing (i.e., planning, translating, reviewing, monitoring) as applied to individuals with complex communication needs were reviewed. Studies meeting inclusion criteria were identified through searching multiple electronic databases and summarized according to participants, cognitive process(es) addressed, tasks and measures, and principal findings. Twenty-five studies were identified in peer-reviewed journals, 12 of them descriptive studies of spelling abilities in augmentative communication, five addressing spelling intervention, and eight addressing other writing processes. Implications for intervention and future research are discussed.
            },
    author = {Koppenhaver, David and Williams, Amy},
    citeulike-article-id = {12589734},
    citeulike-attachment-1 = {koppenhaver_10_conceptual_916854.pdf; /pdf/user/acecentre/article/12589734/916854/koppenhaver_10_conceptual_916854.pdf; 8c23ee18f40ade0cea7c289c6dd8ea2e2364896c},
    citeulike-linkout-0 = {http://dx.doi.org/10.3109/07434618.2010.505608},
    citeulike-linkout-1 = {http://view.ncbi.nlm.nih.gov/pubmed/20874079},
    citeulike-linkout-2 = {http://www.hubmed.org/display.cgi?uids=20874079},
    date-added = {2013-08-20 16:27:19},
    doi = {10.3109/07434618.2010.505608},
    file = {koppenhaver_10_conceptual_916854.pdf},
    issn = {1477-3848},
    journal = {Augmentative and alternative communication (Baltimore, Md. : 1985)},
    keywords = {aac, literacy, research, writing},
    month = sep,
    number = {3},
    pages = {158--176},
    pmid = {20874079},
    priority = {2},
    title = {A conceptual review of writing research in augmentative and alternative communication.},
    url = {http://dx.doi.org/10.3109/07434618.2010.505608},
    volume = {26},
    year = {2010}
}

@article{citeulike:9578608,
    abstract = {
                Children with severe and multiple disabilities constitute a heterogeneous population that typically experiences significant and lifelong difficulties in learning to read and write. These difficulties appear to be both intrinsic and environmental in nature. Children with severe and multiple disabilities struggle particularly with vocabulary acquisition and phonological awareness. Home, preschool, and school environments may limit literacy learning opportunities by making literacy a lower priority than the child's competing health, self-care, and therapeutic needs; by providing limited access to adapted print materials or tools; by providing limited access to communication supports; or by providing little time for literacy learning. Children with severe and multiple disabilities who have demonstrated literacy learning progress are often taught in technology-supported environments offering a wide range of word study, text-based reading and writing instruction, and opportunities for print exploration. Sufficient evidence exists for clinicians and educators to begin providing more successful literacy instruction to individual children and classrooms by comparing their children and intervention contexts with those reported in the limited body of research in this area.
            },
    author = {Koppenhaver, David A. and Hendrix, Mary P. and Williams, Amy R.},
    citeulike-article-id = {9578608},
    citeulike-attachment-1 = {koppenhaver_07_toward_1041589.pdf; /pdf/user/acecentre/article/9578608/1041589/koppenhaver_07_toward_1041589.pdf; c2f69b294cb71711f093f74c2525145cdca04ff6},
    citeulike-linkout-0 = {http://dx.doi.org/10.1055/s-2007-967932},
    citeulike-linkout-1 = {http://view.ncbi.nlm.nih.gov/pubmed/17340385},
    citeulike-linkout-2 = {http://www.hubmed.org/display.cgi?uids=17340385},
    date-added = {2013-08-20 16:19:03},
    doi = {10.1055/s-2007-967932},
    file = {koppenhaver_07_toward_1041589.pdf},
    issn = {0734-0478},
    journal = {Seminars in speech and language},
    keywords = {aac, emergent\_literacy, literacy, multiple\_disabilities},
    month = feb,
    number = {1},
    pages = {79--89},
    pmid = {17340385},
    priority = {2},
    title = {Toward evidence-based literacy interventions for children with severe and multiple disabilities.},
    url = {http://dx.doi.org/10.1055/s-2007-967932},
    volume = {28},
    year = {2007}
}

@article{citeulike:12589731,
    abstract = {
                The purpose of this article is to summarize the literacy outcomes for children with specific language impairment and to consider principles and approaches for literacy intervention with preschool and early school-age children with language impairments. Initially, specific language impairment is defined and differentiated from nonspecific language impairment. In addressing intervention considerations, we first consider the application of best practice principles and then specifically focus on intervention with preschool children and intervention with early school-age children. Consideration of evidence-based treatment approaches is guided by the developmental literature and by the intervention literature.
            },
    author = {Schuele, C. Melanie and Spencer, Elizabeth J. and Barako-Arndt, Karen and Guillot, Kathryn M.},
    citeulike-article-id = {12589731},
    citeulike-attachment-1 = {schuele_07_literacy_1041591.pdf; /pdf/user/acecentre/article/12589731/1041591/schuele_07_literacy_1041591.pdf; 8153dae0b13008d51550c444d4463572ecdfe011},
    citeulike-linkout-0 = {http://dx.doi.org/10.1055/s-2007-967928},
    citeulike-linkout-1 = {http://view.ncbi.nlm.nih.gov/pubmed/17340381},
    citeulike-linkout-2 = {http://www.hubmed.org/display.cgi?uids=17340381},
    date-added = {2013-08-20 16:16:07},
    doi = {10.1055/s-2007-967928},
    file = {schuele_07_literacy_1041591.pdf},
    issn = {0734-0478},
    journal = {Seminars in speech and language},
    keywords = {emergent\_literacy, literacy, reading, specific\_language\_impairment},
    month = feb,
    number = {1},
    pages = {35--47},
    pmid = {17340381},
    priority = {2},
    title = {Literacy and children with specific language impairment.},
    url = {http://dx.doi.org/10.1055/s-2007-967928},
    volume = {28},
    year = {2007}
}

@article{citeulike:841220,
    abstract = {To investigate the importance of the connection between being able to speak and the emergence of phonological awareness abilities, the performance of children with cerebral palsy (five speakers and six non-speakers) was assessed at syllable, onset-rime, and phoneme levels. The children were matched with control groups of children for non-verbal intelligence. No group differences were found for the identification of syllables, reading non-words, or judging spoken rhyme. The children with cerebral palsy who could speak, however, performed better than the children with cerebral palsy who could not speak and the control group of children without disabilities, judging written words for rhyme. The children with cerebral palsy who could not speak performed poorly in comparison to those who could speak (but not the control group of children) when segmenting syllables and on the phoneme manipulation task. The findings suggest that non-speaking children with cerebral palsy have phonological awareness performance that varies according to the mental processing demands of the task. The ability to speak facilitates performance when phonological awareness tasks (written rhyme judgment, syllable segmentation, and phoneme manipulation) require the use of an articulatory loop.},
    citeulike-article-id = {841220},
    citeulike-attachment-1 = {_06_phonological_916850.pdf; /pdf/user/acecentre/article/841220/916850/_06_phonological_916850.pdf; 6e78c6334343137bd79bab74d852007f5abc92b9},
    citeulike-linkout-0 = {http://dx.doi.org/10.1080/07434610500431694},
    citeulike-linkout-1 = {http://www.ingentaconnect.com/content/tandf/taac/2006/00000022/00000003/art00001},
    citeulike-linkout-2 = {http://www.informahealthcare.com/doi/abs/10.1080/07434610500431694},
    date-added = {2013-08-20 16:10:33},
    day = {1},
    doi = {10.1080/07434610500431694},
    file = {_06_phonological_916850.pdf},
    issn = {0743-4618},
    journal = {Augment Altern Commun},
    keywords = {aac, awareness, cerebral, impairment, literacy, palsy, phonological, speech},
    month = jan,
    number = {3},
    pages = {149--159},
    priority = {2},
    publisher = {Informa Allied Health},
    title = {The phonological awareness abilities of children with cerebral palsy who do not speak},
    url = {http://dx.doi.org/10.1080/07434610500431694},
    volume = {22},
    year = {2006}
}

@article{citeulike:3156918,
    abstract = {
                Development of literacy skills was studied in six children (one male, five females) with severe speech impairments and cerebral palsy (CP). These skills were related to intellectual development, phonological abilities, and short-term memory. Three of the children were diagnosed with dystonia, and three with diplegia. They had no, or severely restricted, independent mobility (Gross Motor Function Classification System Level IV for four children and Level V for two), and severe fine motor problems, including difficulty with pointing. As they had no intelligible speech, the Bliss system was the primary communication mode. Assessments were made at approximately 6, 9, and 12 years of age. The results revealed that the children had difficulties acquiring literacy skills, although intellectual level and phonological ability predicted otherwise. Positive development during the first 3 years was followed by an arrest. A conspicuous decrease in IQ points was also found. Thus, phonological ability does not seem to have the same predictive power for literacy development in children with severe speech impairments and CP as in typically developing children. Further studies are needed to clarify the role of phonological abilities, working memory, and strategies used in literacy acquisition in these children. Such studies might also clarify the importance of articulatory abilities in early literacy acquisition.
            },
    author = {Dahlgren Sandberg, Annika},
    citeulike-article-id = {3156918},
    citeulike-attachment-1 = {dahlgren_sandberg_06_reading_916838.pdf; /pdf/user/acecentre/article/3156918/916838/dahlgren_sandberg_06_reading_916838.pdf; 0cc97e08e6624338dd9ae28e25285f2ae8055a52},
    citeulike-linkout-0 = {http://journals.cambridge.org/action/displayAbstract?fromPage=online\&aid=453303},
    citeulike-linkout-1 = {http://dx.doi.org/10.1017/s0012162206001344},
    citeulike-linkout-2 = {http://view.ncbi.nlm.nih.gov/pubmed/16836773},
    citeulike-linkout-3 = {http://www.hubmed.org/display.cgi?uids=16836773},
    date-added = {2013-08-20 15:46:42},
    day = {12},
    doi = {10.1017/s0012162206001344},
    file = {dahlgren_sandberg_06_reading_916838.pdf},
    issn = {0012-1622},
    journal = {Developmental medicine and child neurology},
    keywords = {cerebral, impairment, literacy, palsy, reading, speech, spelling},
    month = aug,
    number = {8},
    pages = {629--634},
    pmid = {16836773},
    priority = {2},
    title = {Reading and spelling abilities in children with severe speech impairments and cerebral palsy at 6, 9, and 12 years of age in relation to cognitive development: a longitudinal study.},
    url = {http://dx.doi.org/10.1017/s0012162206001344},
    volume = {48},
    year = {2006}
}

@article{citeulike:12589567,
    abstract = {
                Historically, children with hearing loss (HL) are often poor readers. In this article, the authors present two divergent groups of children with HL who have better than average literacy outcomes, children with Pervasive Exposure to Sign Language (PESL) and children who are Auditory-Verbal Communicators (AVCs). Outside-in and inside-in factors contributing to literacy development in the two groups of children are discussed with an emergent literacy perspective. Effective intervention strategies that can be used with all children with HL are highlighted.
            },
    author = {Kaderavek, Joan N. and Pakulski, Lori A.},
    citeulike-article-id = {12589567},
    citeulike-attachment-1 = {kaderavek_07_facilitating_1041593.pdf; /pdf/user/acecentre/article/12589567/1041593/kaderavek_07_facilitating_1041593.pdf; 33a3b6691ff41a6475d73afbdf2b128e24f43802},

repository: ritenv/ace-search-engine

repo_name: ritenv/ace-search-engine