References

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | R | S | T | U | V | W | Y | Z

QIAT Consortium. (2003). Quality indicators for assistive technology ser­vices in schools. Retrieved August 28, 2004, from http://www.qiat.org

Rackowska, M. (2000). The different one in society. In M. Williams & C. Krezman (Eds.), Beneath the surface: Creative expressions of augmented communicators (p. 88). Toronto: ISAAC Press.

Radell, U. (1997). Augmentative and alternative communication assessment strategies: Seating and positioning. In S.L. Glennen & D. DeCoste (Eds.), The handbook of augmentative and alternative communication (pp. 193 – 242). San Diego: Singular Publishing Group.

Raghavendra, P., & Fristoe, M. (1990). “A spinach with a V on it”: What 3-year-olds see in standard and enhanced Blissymbolics. Journal of Speech and Hearing Disorders, 55, 149 – 159.

Raghavendra, P., & Fristoe, M. (1995). “No shoes; they walked away?”: Effects of using enhancements on learning and using Blissymbols by normal 3-year-old children. Journal of Speech and Hearing Research, 38, 174 – 188.

Rainforth, B., & York-Barr, J. (1997). Collaborative teams for students with severe disabilities (2nd ed.). Baltimore: Paul H. Brookes Publishing Co.

Rakowicz, W.P., & Hodges, J.R. (1998). Dementia and aphasia in motor neuron disease: An under-recognized association? Journal of Neurology, Neurosurgery, and Psychiatry, 65, 881 – 889.

Ramig, L.O., Pawlas, A.A., & Countryman, S. (1995). The Lee Silverman Voice Treatment. Iowa City, IA: National Center for Voice and Speech.

Ramig, L.O., Sapir, S., Countryman, S., Pawlas, A., O’Brien, C., Hoehn, M., & Thompson, L. (2001). Intensive voice treatment (LSVT) for individuals with Parkinson disease: A two-year ­follow-up. Journal of Neurology, Neuropsychiatry, and Psychiatry, 71, 493 – 498.

Ramig, L.O., Sapir, S., Fox, C., & Countryman, S. (2001). Changes in vocal intensity following intensive voice treatment (LSVT) in individuals with Parkinson disease: A comparison with untreated patients and normal age-matched controls. Movement Disorders, 16(1), 79 – 83.

Raney, C., & Silverman, F. (1992). Attitudes toward nonspeaking individuals who use communication boards. Journal of Speech and Hearing Research, 35, 1269 – 1271.

Rankin, J.L., Harwood, K., & Mirenda, P. (1994). Influence of graphic symbol use on reading comprehension. Augmentative and Alternative Communication, 10, 269 – 281.

Rao, P. (1994). Introducing a communication board for child-to-child conversations. Communication Outlook, 16(2), 10 – 12.

Rao, S.M. (1995). Neuropsychology of multiple sclerosis. Current Opinion in Neurology, 8, 216 – 220.

Rasmussen, P., Börjesson, O., Wentz, E., & Gillberg, C. (2001). Autistic disorders in Down syndrome: Background factors and clinical correlates. Developmental Medicine and Child Neurology, 43, 750 – 754.

Ratcliff, A. (1994). Comparison of relative demands implicated in direct selection and scanning: Considerations from normal children. Augmentative and Alternative Communication, 10, 67 – 74.

Redmond, S., & Johnston, S. (2001). Evaluating the morphological competence of children with severe speech and physical impairments. Journal of Speech, Language, and Hearing Research, 44, 1362 – 1375.

Reed, C., Delhorne, L., Durlach, N., & Fischer, S. (1990). A study of the tactual and visual reception of fingerspelling. Journal of Speech and Hearing Research, 33, 786 – 797.

Reed, C., Delhorne, L., Durlach, N., & Fischer, S. (1995). A study of the tactual reception of sign language. Journal of Speech and Hearing Research, 38, 477 – 489.

Reed, P. (1998). Assistive technology: Putting the puzzle together. Disability Solutions, 3(2), 1 – 6.

Rees, N. (1982). Language intervention with children. In J. Miller, D. Yoder, & R. Schiefelbusch (Eds.), Contemporary issues in language intervention (American Speech-Language-Hearing Associa­tion Report No. 12, pp. 309 – 316). Rockville, MD: American Speech-Language-Hearing Association.

Rehfeldt, R., Kinney, E., Root, S., & Stromer, R. (2004). Creating activity schedules using Micro­soft® Powerpoint®. Journal of Applied Behavior Analysis, 37, 115 – 128.

Reichle, J., & Brown, L. (1986). Teaching the use of a multipage direct selection communication board to an adult with autism. Journal of The Association for Persons with Severe Handicaps, 11, 68 – 73.

Reichle, J., Dettling, E., Drager, K., & Leiter, A. (2000). Comparison of correct responses and response latency for fixed and dynamic displays: Performance of a learner with severe developmental disabilities. Augmentative and Alternative Communication, 16, 154 – 163.

Reichle, J., & Johnston, S. (1999). Teaching the conditional use of communicative requests to two school-age children with severe developmental disabilities. Language, Speech, and Hearing Services in Schools, 30, 324 – 334.

Reichle, J., & Karlan, G. (1985). The selection of an augmentative system of communication intervention: A critique of decision rules. Journal of The Association for Persons with Severe Handicaps, 10, 146 – 156.

Reichle, J., Rogers, N., & Barrett, C. (1984). Establishing pragmatic discrimination among the communicative functions of requesting, rejecting, and commenting in an adolescent. Journal of The Association for Persons with Severe Handicaps, 9, 31 – 36.

Reichle, J., Sigafoos, J., & Piché, L. (1989). Teaching an adolescent with blindness and severe disabilities: A correspondence between requesting and selecting preferred objects. Journal of The Association for Persons with Severe Handicaps, 14, 75 – 80.

Reichle, J., & Wacker, D.P. (Eds.). (1993). Communication and language intervention series: Vol. 3. Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies. Baltimore: Paul H. Brookes Publishing Co.

Reichle, J., & Ward, M. (1985). Teaching the discriminative use of an encoding electronic communication device and Signing Exact English to a moderately handicapped child. Language, Speech, and Hearing Services in Schools, 16, 58 – 63.

Reichle, J., & Yoder, D. (1985). Communication board use in severely handicapped learners. Language, Speech, and Hearing Services in Schools, 16, 146 – 157.

Reichle, J., York, J., & Sigafoos, J. (1991). Implementing augmentative and alternative communication: Strategies for learners with severe disabilities. Baltimore: Paul H. Brookes Publishing Co.

Reif, L. (1992). Seeking diversity: Language arts with adolescents. Portsmouth, NH: Heinemann.

Remington, B. (1994). Augmentative and alternative communication and behavior analysis: A productive partnership? Augmentative and Alternative Communication, 10, 3 – 13.

Remington, B., & Clarke, S. (1993a). Simultaneous communication and speech comprehension: Part I. Comparison of two methods of teaching expressive signing and speech comprehension skills. Augmentative and Alternative Communication, 9, 36 – 48.

Remington, B., & Clarke, S. (1993b). Simultaneous communication and speech comprehension: Part II. Comparison of two methods overcoming selective attention during expressive sign training. Augmentative and Alternative Communication, 9, 49 – 60.

Remington, B., Watson, J., & Light, J. (1990). Beyond the single sign: A matrix-based approach to teaching productive sign combinations. Mental Handicap Research, 3, 33 – 50.

Renwick, R., Rudman, D., Raphael, D., & Brown, I. (1998). Quality of life profile: People with physical and sensory disabilities. Toronto: University of Toronto, Centre for Health Promotion.

Rescorla, L., Alley, A., & Christine, J. (2001). Word frequencies of toddlers’ lexicons. Journal of Speech, Language, and Hearing Research, 44, 598 – 609.

Richter, M., Ball, L., Beukelman, D.R., Lasker, J., & Ullman, C. (2003). Attitudes toward communication odes and message formulation techniques used for storytelling by people with amyotrophic lateral sclerosis. Augmentative and Alternative Communication, 19, 170 – 186.

Riemer-Reiss, M., & Wacker, R. (2000). Factors associated with assistive technology discontinuance among individuals with disabilities. Journal of Rehabilitation, 66, 44 – 50.

Robbins, A.M., & Osberger, M.J. (1992). Meaningful use of speech scale. Indianapolis, IN: Indiana University School of Medicine.

Roberts, W., & Brian, J. (2004, March). Challenges in ASD intervention: Research to practice to research. Paper presented at the Research to Policy and Care Conference, Richmond, British Columbia.

Robin, D. (1992). Developmental apraxia of speech: Just another motor problem. American Journal of Speech-Language Pathology, 1, 19 – 22.

Robinson, J., & Griffith, P. (1979). On the scientific status of iconicity. Sign Language Studies, 25, 297 – 315.

Rogers, M.A., & Alarcon, N.B. (1999). Characteristics and management of primary progressive aphasia. Neurophysiology and Neurogenic Speech and Language Disorders Newsletter, 9, 12 – 26.

Rogers, M.A., King, J.M., & Alarcon, N.B. (2000). Proactive management of primary progressive aphasia. In D.R. Beukelman, K.M. Yorkston, & J. Reichle (Eds.), Augmentative and alternative communication for adults with acquired neurologic disorders (pp. 305 – 337). Baltimore: Paul H. Brookes Publishing Co.

Roid, G.H., & Miller, L.J. (1997). Leiter International Performance Scale – Revised. Wood Dale, IL: Stoelting.

Roid, G.H., & Miller, L.J. (1999). Stoelting Brief Nonverbal Intelligence Test (S-BIT). Wood Dale, IL: Soelting.

Romich, B., Hill, K., Miller, D., Adamson, J., Anthony, A., & Sunday, J. (2004). U-LAM: Universal Language Activity Monitor. In Proceedings of the 2004 RESNA Conference. Arlington, VA: RESNA Press. Retrieved February 23, 2004, from http://www.aacinstitute.org/Resources/ProductsandServices/U-LAM/papers/Romich,et.al.(2004).html

Romski, M.A., & Ruder, K. (1984). Effects of speech and speech and sign instruction on oral language learning and generalization of object 1 action combinations by Down’s syndrome children. Journal of Speech and Hearing Disorders, 49, 293 – 302.

Romski, M., & Sevcik, R. (1988a). Augmentative and alternative communication systems: Considerations for individuals with severe intellectual disabilities. Augmentative and Alternative Communication, 4, 83 – 93.

Romski, M., & Sevcik, R. (1988b, November). Speech output communication systems: Acquisition/use by youngsters with retardation. Miniseminar presented at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.

Romski, M.A., & Sevcik, R.A. (1992). Developing augmented language in children with severe mental retardation. In S.F. Warren & J. Reichle (Eds.), Communication and language intervention series: Vol. 1. Causes and effects in communication and language intervention (pp. 113 – 130). Baltimore: Paul H. Brookes Publishing Co.

Romski, M.A., & Sevcik, R.A. (1993). Language learning through augmented means: The proc­ess and its products. In A.P. Kaiser & D.B. Gray (Eds.), Communication and language intervention series: Vol. 2. Enhancing children’s communication: Research foundations for intervention (pp. 85 – 104). Baltimore: Paul H. Brookes Publishing Co.

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

Romski, M.A., & Sevcik, R. (1999, May). Speech comprehension and early augmented language intervention: Concepts, mea­sure­ment, and clinical considerations. ASHA Special Interest Division 12 Newsletter, 8(2), 7 – 10.

Romski, M.A., & Sevcik, R.A. (2003). Augmented input: Enhancing communication develop-ment. In J.C. Light, D.R. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC: From research to effective practice (pp. 147 – 162). Baltimore: Paul H. Brookes Publishing Co.

Romski, M.A., Sevcik, R.A., & Adamson, L.B. (1999a). Communication patterns of youth with mental retardation with and without their speech-output communication devices. American Journal on Mental Retardation, 104, 249 – 259.

Romski, M.A., Sevcik, R.A., & Adamson, L.B. (1999b, March). Toddlers with developmental disabilities who are not speaking: Vocabulary growth and augmented language intervention. Paper presented at the Gatlinburg Conference on Research and Theory in Mental Retardation and Developmental Disabilities, Charleston, SC.

Romski, M.A., Sevcik, R.A., Adamson, L.B., & Bakeman, R.A. (2005). Communication patterns of augmented communicators, nonspeakers and speakers: Interactions with unfamiliar partners. American Journal on Mental Retardation, 110, 226–239.

Romski, M.A., Sevcik, R.A., Adamson, L.B., & Cheslock, M. (2002, August). Exploring communication development in toddlers who are not speaking. Paper presented at the biennial meeting of the International Society for Augmentative and Alternative Communication, Odense, Denmark.

Romski, M.A., Sevcik, R.A., & Forrest, S.C. (2001). Assistive technology and augmentative and alternative communication in inclusive early childhood programs. In M.J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 465 – 479). Baltimore: Paul H. Brookes Publishing Co.

Romski, M., Sevcik, R., & Pate, J. (1988). Establishment of symbolic communication in persons with severe retardation. Journal of Speech and Hearing Disorders, 53, 94 – 107.

Romski, M.A., Sevcik, R., Robinson, B., Mervis, C., & Bertrand, J. (1995). Mapping the meanings of novel visual symbols by youth with moderate or severe mental retardation. American Journal on Mental Retardation, 100, 391 – 402.

Romski, M., White, R., Millen, C., & Rumbaugh, D. (1984). Effects of computer keyboard teaching on symbolic communication of severely retarded persons: Five case studies. The Psychological Record, 34, 39 – 54.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Washington, DC: Association for Supervision and Curriculum Development (ASCD).

Roseberry-McKinnon, C. (2000). “Mirror, mirror on the wall”: Reflections of a “third culture” American. Communication Disorders Quarterly, 22, 56 – 60.

Rosen, M., & Goodenough-Trepagnier, C. (1981). Factors affecting communication rate in non-vocal communication systems. In Proceedings of the Fourth Annual Conference on Rehabilitation Engineering (pp. 194 – 195). Washington, DC: RESNA Press.

Rosenbek, J., LaPointe, L., & Wertz, R. (1989). Aphasia: A clinical approach. Austin, TX: PRO-ED.

Rosenberg, S., & Beukelman, D.R. (1987). The participation model. In C.A. Coston (Ed.), Proceedings of the national planners conference on assistive device ser­vice delivery (pp. 159 – 161). Washington, DC: The Association for the Advancement of Rehabilitation Technology.

Rosenthal, R., & Rosenthal, K. (1989). A model for mainstreaming handicapped kids: Handicapped kids are regular kids, too! Lincoln, NE: Meadowlane Elementary School.

Roth, F., & Cassatt-James, E. (1989). The language assessment proc­ess: Clinical implications for individuals with severe speech impairments. Augmentative and Alternative Communication, 5, 165 – 172.

Rotholz, D., Berkowitz, S., & Burberry, J. (1989). Functionality of two modes of communication in the community by students with developmental disabilities: A comparison of signing and communication books. Journal of The Association for Persons with Severe Handicaps, 14, 227 – 233.

Rowland, C. (1990). Communication in the classroom for children with dual sensory impairments: Studies of teacher and child behavior. Augmentative and Alternative Communication, 6, 262 – 274.

Rowland, C. (1996, 2004). Communication matrix. Portland, OR: Oregon Health and Science University.

Rowland, C., & Schweigert, P. (1989). Tangible symbols: Symbolic communication for individuals with multisensory impairments. Augmentative and Alternative Communication, 5, 226 – 234.

Rowland, C., & Schweigert, P. (1990). Tangible symbol systems: Symbolic communication for individuals with multisensory impairments. Tucson, AZ: Communication Skill Builders.

Rowland, C., & Schweigert, P. (1991). The early communication proc­ess using microswitch technology. Tucson, AZ: Communication Skill Builders.

Rowland, C., & Schweigert, P. (1996). Tangible symbol systems (Rev. ed.) [Videotape]. San Antonio, TX: Harcourt Assessment.

Rowland, C., & Schweigert, P. (2000a). Tangible symbols, tangible outcomes. Augmentative and Alternative Communication, 16, 61 – 78, 205.

Rowland, C., & Schweigert, P. (2000b). Tangible symbol systems (2nd ed.). Portland, OR: Oregon Health & Science University.

Rowland, C., & Schweigert, P. (2002). Problem solving skills. Portland, OR: Design to Learn.

Rowland, C., & Schweigert, P.D. (2003). Cognitive skills and AAC. In J.C. Light, D.R. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC: From research to effective practice (pp. 241 – 275). Baltimore: Paul H. Brookes Publishing Co.

Rowland, C., & Schweigert, P. (2004). First things first: Early communication for the pre-symbolic child with severe disabilities. Portland, OR: Design to Learn.

Rubin, S. (1998). Castigating assumptions about mental retardation and low functioning autism. Facilitated Communication Digest, 7(1), 2 – 5.

Ruiter, I. (2000). Allow me: A guide to promoting communication skills in adults with developmental delays. Toronto: The Hanen Centre.

Rumbaugh, D. (1977). Language learning by a chimpanzee: The LANA project. New York: Academic Press.

Ryndak, D., & Alper, S. (Eds.). (2003). Curriculum and instruction for students with significant disabilities in inclusive settings (2nd ed.). Boston: Allyn & Bacon.

Ryndak, D., Morrison, A., & Sommerstein, L. (1999). Literacy before and after inclusion in general education settings: A case study. Journal of The Association for Persons with Severe Handicaps, 24, 5 – 22.



A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | R | S | T | U | V | W | Y | Z



home | FAQs | sitemap

Copyright © 2005 Paul H. Brookes Publishing Co. All Rights Reserved. Terms of Use