| New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions |
13 |
| Challenges and opportunities in augmentative and alternative communication: Research and technology development to enhance communication and participation for individuals with complex communication needs |
10 |
| A systematic quality review of high-tech AAC interventions as an evidence-based practice |
9 |
| Building capacity in AAC: A person-centred approach to supporting participation by people with complex communication needs |
8 |
| A systematic review of predictors, moderators, and mediators of augmentative and alternative communication (AAC) outcomes for children with autism spectrum disorder |
6 |
| New and emerging access technologies for adults with complex communication needs and severe motor impairments: State of the science |
5 |
| A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings |
5 |
| Effects of dynamic text in an AAC app on sight word reading for individuals with autism spectrum disorder |
5 |
| A critical synthesis of barriers and facilitators to the use of AAC by children with autism spectrum disorder and their communication partners |
4 |
| Methodological advances, opportunities, and challenges in AAC research |
4 |
| Introduction to the special issue on aided language processes, development, and use: an international perspective |
3 |
| Intervention focus moderates the association between initial receptive language and language outcomes for toddlers with developmental delay |
3 |
| Family-centered services for children with complex communication needs: the practices and beliefs of school-based speech-language pathologists |
3 |
| Identification and drawing of early concepts in children with autism spectrum disorder and children without disability |
3 |
| The effects of literacy interventions on single-word reading for individuals who use aided AAC: a systematic review |
3 |
| Using eye-tracking technology for communication in Rett syndrome: perceptions of impact |
3 |
| Speech pathologist perspectives on the acceptance versus rejection or abandonment of AAC systems for children with complex communication needs |
3 |
| Designing effective AAC displays for individuals with developmental or acquired disabilities: State of the science and future research directions |
3 |
| Determining a Zulu core vocabulary for children who use augmentative and alternative communication |
2 |
| What's important in AAC decision making for children? Evidence from a best-worst scaling survey |
2 |
| Exploring participation experiences of youth who use AAC in social media settings: impact of an e-mentoring intervention |
2 |
| The complexities of AAC intervention research: emerging trends to consider |
2 |
| A modified multimodal communication treatment for individuals with traumatic brain injury |
2 |
| Visual-spatial cognition in children using aided communication |
2 |
| Weaving participation, interaction, and technology across recreational experiences: perspectives from volunteers, caregivers, and people with complex communication needs |
1 |
| Perspectives and experiences of adults who use AAC on making and keeping friends |
1 |
| Professionals' decision-making in recommending communication aids in the UK: competing considerations |
1 |
| Decision-making in communication aid recommendations in the UK: cultural and contextual influencers |
1 |
| Effect of an application with video visual scene displays on communication during play: pilot study of a child with autism spectrum disorder and a peer |
1 |
| Assessment of aided language comprehension and use in children and adolescents with severe speech and motor impairments |
1 |
| Constructing narratives to describe video events using aided communication |
1 |
| Programing AAC just-in-time for beginning communicators: the process |
1 |
| A qualitative metasynthesis of the meaning of speech-generating devices for people with complex communication needs |
1 |
| A boy and his AAC team: building instructional competence across team members |
1 |
| Conversation-based intervention for adolescents using augmentative and alternative communication |
1 |
| Error patterns and revisions in the graphic symbol utterances of 3-and 4-year-old children who need augmentative and alternative communication |
1 |
| The most frequently used words: Comparing child-directed speech and young children's speech to inform vocabulary selection for aided input |
1 |
| Visual processing patterns of adults with traumatic brain injury when viewing image-based grids and visual scenes |
1 |
| Preliminary investigation of visual attention to complex AAC visual scene displays in individuals with and without developmental disabilities |
1 |
| Evaluating an AAC training for special education teachers in Sri Lanka, a low- and middle-income country |
1 |
| Effect of AAC partner training using video on peers' interpretation of the behaviors of presymbolic middle-schoolers with multiple disabilities |
1 |
| Responsiveness of a parent-reported outcome measure to evaluate AAC interventions for children and youth with complex communication needs |
1 |
| Backward chaining and speech-output technologies to enhance functional communication skills of children with autism spectrum disorder and developmental disabilities |
0 |
| Augmentative and alternative communication in the Philippines: a survey of speech-language pathologist competence, training, and practice |
0 |
| Construct validity of the family impact of assistive technology scale for augmentative and alternative communication |
0 |
| Effectiveness of video-based modelling to facilitate conversational turn taking of adolescents with autism spectrum disorder who use AAC |
0 |
| Visual-graphic symbol acquisition in school age children with developmental and language delays |
0 |
| The effects of explicit instruction in academic vocabulary during shared book reading on the receptive vocabulary of children with complex communication needs |
0 |
| The emergence of clause construction in children who use speech generating devices |
0 |
| Early verbal categories and inflections in children who use speech-generating devices |
0 |
