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

Sadowsky, A. (1985). Visual impairment among developmentally disabled clients in California regional centers. Journal of Visual Impairment and Blindness, 79, 199 – 202.

Sainato, D.M., & Morrison, R.S. (2001). Transition to inclusive environments for young children with disabilities: Toward a seamless system of ser­vice delivery. In M.J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 293 – 306). Baltimore: Paul H. Brookes Publishing Co.

Sarno, M., Buonaguvro, A., & Levita, E. (1986). Characteristics of verbal impairment in closed head injured patients. Archives of Physical Medicine and Rehabilitation, 67, 400 – 405.

Saunders, C., Walsh, T., & Smith, M. (1981). Hospice care in the motor neuron diseases. In
C. Saunders & J. Teller (Eds.), Hospice: The living idea. London: Edward Arnold.

Sax, C. (2001). Using technology to support belonging and achievement. In C.H. Kennedy &
D. Fisher (Eds.), Inclusive middle schools (pp. 89 – 103). Baltimore: Paul H. Brookes Publishing Co.

Schaeffer, B. (1980). Spontaneous language through signed speech. In R. Schiefelbusch (Ed.), Nonspeech language and communication (pp. 421 – 446). Baltimore: University Park Press.

Schank, R. (1990). Tell me a story: A new look at real and artificial memory. New York: Charles Scribner’s Sons.

Schepis, M., & Reid, D. (2003). Issues affecting staff enhancement of speech-generating device use among people with severe cognitive disabilities. Augmentative and Alternative Communication, 19, 59 – 65.

Schepis, M., Reid, D., Behrmann, M., & Sutton, K. (1998). Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching. Journal of Applied Behavior Analysis, 31, 561 – 578.

Scherer, M. (1994). Matching person and technology. Webster, NY: The Institute for Matching Person & Technology, Inc.

Scherer, M. (1997). Matching assistive technology and child. Webster, NY: The Institute for Matching Person & Technology, Inc.

Schlosser, R. (1999a). Nomenclature of category levels in graphic symbols, Part I: Is a flower a flower a flower? Augmentative and Alternative Communication, 13, 4 – 13.

Schlosser, R. (1999b). Nomenclature of category levels in graphic symbols, Part I: The role of simi­larity in categorization. Augmentative and Alternative Communication, 13, 14 – 29.

Schlosser, R. (Ed.). (2003a). Effects of AAC on natural speech development. In The efficacy of augmentative and alternative communication (pp. 403 – 425). New York: Elsevier.

Schlosser, R. (Ed.). (2003b). Efficacy and outcomes mea­sure­ment in augmentative and alternative communication. In The efficacy of augmentative and alternative communication: Toward evidence-based practice (pp. 13 – 25). New York: Elsevier.

Schlosser, R. (Ed.). (2003c). The efficacy of augmentative and alternative communication. New York: ­Elsevier.

Schlosser, R.W. (Ed.). (2003d). Outcomes mea­sure­ment in AAC. In J.C. Light, D.R. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC: From research to effective practice (pp. 479 – 513). Baltimore: Paul H. Brookes Publishing Co.

Schlosser, R. (2003e). Roles of speech output in augmentative and alternative communication: Narrative review. Augmentative and Alternative Communication, 19,  5 – 27.

Schlosser, R. (Ed.). (2003f). Selecting graphic symbols for an initial request lexicon. The efficacy of augmentative and alternative communication: Toward evidence-based practice (pp. 347 – 402). New York: Elsevier.

Schlosser, R., Belfiore, P., Nigam, R., Blischak, D., & Hetzroni, O. (1995). The effects of speech output technology on the learning of graphic symbols. Journal of Applied Behavior Analysis, 28, 537 – 549.

Schlosser, R., & Blischak, D. (2001). Is there a role for speech output in interventions for persons with autism? A review. Focus on Autism and Other Developmental Disabilities, 16, 170 – 178.

Schlosser, R., Blischak, D., Belfiore, P., Bartley, C., & Barnett, N. (1998). The effectiveness of synthetic speech output and orthographic feedback in a student with autism: A preliminary study. Journal of Autism and Developmental Disorders, 28, 309 – 319.

Schlosser, R., Blischak, D., & Koul, R. (2003). Roles of speech output in AAC. In R. Schlosser (Ed.), The efficacy of augmentative and alternative communication: Toward evidence-based practice (pp. 472 – 532). New York: Elsevier.

Schlosser, R., & Lee, D. (2000). Promoting generalization and maintenance in augmentative and alternative communication: A meta-analysis of 20 years of effectiveness research. Augmentative and Alternative Communication, 16, 208 – 226.

Schlosser, R., McGhie-Richmond, D., Blackstien-Adler, S., Mirenda, P., Antonius, K., & Janzen, P. (2000). Training a school team to integrate technology meaningfully into the curriculum: Effects on student participation. Journal of Special Education Technology, 15, 31 – 44.

Schlosser, R., & Raghavendra, P. (2003). Toward evidence-based practice in AAC. In R. Schlosser (Ed.), The efficacy of augmentative and alternative communication: Toward evidence-based practice (pp. 260 – 297). New York: Elsevier.

Schlosser, R., & Sigafoos, J. (2002). Selecting graphic symbols for an initial request lexicon: Integrative review. Augmentative and Alternative Communication, 18, 102 – 123.

Schnorr, R. (1990). “Peter? . . . He comes and goes . . . ”: First graders’ perspectives on a part-time mainstream student. Journal of The Association for Persons with Severe Handicaps, 15, 231 – 240.

Schnorr, R. (1997). From enrollment to membership: “Belonging” in middle and high school classes. Journal of The Association for Persons with Severe Handicaps, 22, 1 – 15.

Scholl, G. (1986). What does it mean to be blind? Definitions, terminology, and prevalence. In G. Scholl (Ed.), Foundations of education for blind and visually handicapped children and youth: Theory and practice (pp. 23 – 35). New York: American Foundation for the Blind.

Schuler, A., Peck, C., Willard, C., & Theimer, K. (1989). Assessment of communicative means and functions through interview: Assessing the communicative capabilities of individuals with limited language. Seminars in Speech and Language, 19, 54.

Schumm, J., Vaughn, S., & Leavell, A. (1994). Planning pyramid: A framework for planning for diverse students’ needs during content area instruction. The Reading Teacher, 47, 608 – 615.

Schwartz, I., Garfinkle, A., & Bauer, J. (1998). The Picture Exchange Communication System: Communicative outcomes for young children with disabilities. Topics in Early Childhood Special Education, 18, 144 – 159.

Seidenberg, P.L. (1988). Cognitive and academic instructional intervention for learning-disabled adolescents. Topics in Language Disorders, 8(3), 56 – 71.

Seligman, M. (1975). Helplessness: On depression, development, and death. San Francisco: W.H. Freeman.

Semel, E., Wiig, E., & Secord, W. (2003). Clinical Evaluation of Language Fundamentals – Fourth Edition (CELF-4). San Antonio, TX: Harcourt Assessment.

Sergiovanni, T. (1990). Value-added leadership: How to get extraordinary performance in schools. San Diego: Harcourt Brace Jovanovich.

Sevcik, R., & Romski, M. (1986). Representational matching skills of persons with severe retardation. Augmentative and Alternative Communication, 2, 160 – 164.

Sevcik, R.A., & Romski, M.A. (in press). A school district’s guide to augmentative communication ser­vice delivery. Baltimore: Paul H. Brookes Publishing Co.

Sevcik, R.A., Romski, M.A., & Adamson, L.B. (2005). Augmentative communication and preschool children: Case example and research directions. Disability and Rehabilitation, 26, 1323–1329.

Sevcik, R., Romski, M.A., & Wilkinson, K. (1991). Roles of graphic symbols in the language acquisition proc­ess for persons with severe cognitive disabilities. Augmentative and Alternative Communication, 7, 161 – 170.

Shakespeare, W.T., & Muir, C.K. (Ed.). (1982). Troilus and Cressida. New York: Oxford University Press.

Shane, H., & Cohen, C. (1981). A discussion of communicative strategies and patterns by nonspeaking persons. Language, Speech, and Hearing Services in Schools, 12, 205 – 210.

Sheehan, C., & Matuozzi, R. (1996). Validation of facilitated communication. Mental Retardation, 34, 94 – 107.

Shelton, I., & Garves, M. (1985). Use of visual techniques in therapy for developmental apraxia of speech. Language, Speech, and Hearing Services in Schools, 16, 129 – 131.

Shevin, M., & Schubert, A. (2000). Message-passing: Part of the journey to empowered communication. Facilitated Communication Digest, 8(3), 3 – 12.

Shriberg, L. (1994). Five subtypes of developmental phonological disorders. Clinics in Communication Disorders, 4, 38 – 53.

Shriberg, L., Aram, D., & Kwiatowksi, J. (1997a). Developmental apraxia of speech: I. Descriptive and theoretical perspectives. Journal of Speech, Language, and Hearing Research, 40, 273 – 285.

Shriberg, L., Aram, D., & Kwiatowksi, J. (1997b). Developmental apraxia of speech: II. Toward a diagnostic marker. Journal of Speech, Language, and Hearing Research, 40, 286 – 312.

Shriberg, L., Aram, D., & Kwiatowksi, J. (1997c). Developmental apraxia of speech: III. A subtype marked by inappropriate stress. Journal of Speech, Language, and Hearing Research, 40, 313 – 337.

Shroyer, E.H. (1982). Signs of the times. Washington, DC: Gallaudet College Press.

Siedlecki, T., Jr., & Bonvillian, J. (1997). Young children’s acquisition of the handshape aspect of American Sign Language: Parental report findings. Applied Psycholinguistics, 18, 17 – 39.

Siegel, E., & Bashinski, S. (1997). Enhancing initial communication and responsiveness of learners with multiple disabilities: A tri-focus framework for partners. Focus on Autism and Other Developmental Disabilities, 12, 105 – 120.

Siegel, E.B., & Cress, C.J. (2002). Overview of the emergence of early AAC behaviors: Progression from communicative to symbolic skills. In J. Reichle, D.R. Beukelman, & J.C. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 25 – 57). Baltimore: Paul H. Brookes Publishing Co.

Siegel, E., & Wetherby, A. (2000). Nonsymbolic communication. In M. Snell (Ed.), Instruction of students with severe disabilities (5th ed., pp. 409 – 451). Columbus, OH: Merrill.

Siegel, L., & Linder, B. (1984). Short term memory proc­esses in children with reading and arithmetic disabilities. Developmental Psychology, 20, 200 – 207.

Siegel-Causey, E., & Guess, D. (1989). Enhancing nonsymbolic communication interactions among students with severe disabilities. Baltimore: Paul H. Brookes Publishing Co.

Sienkiewicz-Mercer, R., & Kaplan, S. (1989). I raise my eyes to say yes. Boston: Houghton Mifflin.

Sigafoos, J. (1998). Assessing conditional use of graphic mode requesting in a young boy with autism. Journal of Developmental and Physical Disabilities, 10, 133 – 151.

Sigafoos, J. (1999). Creating opportunities for augmentative and alternative communication: Strategies for involving people with developmental disabilities. Augmentative and Alternative Communication, 15, 183 – 190.

Sigafoos, J., Arthur, M., & O’Reilly, M. (2003). Challenging behavior and developmental disability. Baltimore: Paul H. Brookes Publishing Co.

Sigafoos, J., & Couzens, D. (1995). Teaching functional use of an eye gaze communication board to a child with multiple disabilities. British Journal of Developmental Disabilities, 16, 114 – 125.

Sigafoos, J., Couzens, D., Roberts, D., Phillips, C., & Goodison, K. (1996). Teaching requests for food and drink to children with multiple disabilities in a graphic communication mode. Journal of Developmental and Physical Disabilities, 8, 247 – 262.

Sigafoos, J., Didden, R., & O’Reilly, M. (2003). Effects of speech output on maintenance of requesting and frequency of vocalizations in three children with developmental disabilities. Augmentative and Alternative Communication, 19, 37 – 47.

Sigafoos, J., & Drasgow, E. (2001). Conditional use of aided and unaided AAC: A review and clini­cal case demonstration. Focus on Autism and Other Developmental Disabilities, 16, 152 – 161.

Sigafoos, J., Drasgow, E., Reichle, J., O’Reilly, M., & Tait, K. (2004). Tutorial: Teaching communicative rejecting to children with severe disabilities. American Journal of Speech-Language Pathology, 13, 31 – 42.

Sigafoos, J., Drasgow, E., & Schlosser, R. (2003). Strategies for beginning communicators. In R. Schlosser (Ed.), The efficacy of augmentative and alternative communication (pp. 323 – 346). New York: Elsevier.

Sigafoos, J., Kerr, M., Roberts, D., & Couzens, D. (1994). Increasing opportunities for requesting in classrooms serving children with developmental disabilities. Journal of Autism and Developmental Disabilities, 24, 631 – 645.

Sigafoos, J., Laurie, S., & Pennell, D. (1995). Preliminary assessment of choice making among children with Rett syndrome. Journal of The Association for Persons with Severe Handicaps, 20, 175 – 184.

Sigafoos, J., Laurie, S., & Pennell, D. (1996). Teaching children with Rett syndrome to request preferred objects using aided communication: Two preliminary studies. Augmentative and Alternative Communication, 12, 88 – 96.

Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of multiply determined challenging behavior in two boys with autism. Behavior Modification, 20, 60 – 84.

Sigafoos, J., & Mirenda, P. (2002). Strengthening communicative behaviors for gaining access to desired items and activities. In J. Reichle, D.R. Beukelman, & J.C. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 123 – 156). Baltimore: Paul H. Brookes Publishing Co.

Sigafoos, J., O’Reilly, M.F., Drasgow, E., & Reichle, J. (2002). Strategies to achieve socially acceptable escape and avoidance. In J. Reichle, D.R. Beukelman, & J.C. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 157 – 186). Baltimore: Paul H. Brookes Publishing Co.

Sigafoos, J., & Reichle, J. (1992). Comparing explicit to generalized requesting in an augmentative communication mode. Journal of Developmental and Physical Disabilities, 4, 167 – 188.

Sigafoos, J., Roberts, D., Couzens, D., & Kerr, M. (1993). Providing opportunities for choice-­making and turn-taking to adults with multiple disabilities. Journal of Developmental and Physical Disabilities, 5, 297 – 310.

Sigafoos, J., Roberts, D., Kerr, M., Couzens, D., & Baglioni, A. (1994). Opportunities for communication in classrooms serving children with developmental disabilities. Journal of Autism and Developmental Disabilities, 24, 259 – 279.

Sigafoos, J., & Roberts-Pennell, D. (1999). Wrong-item format: A promising intervention for teaching socially appropriate forms of rejecting to children with developmental disabilities. Augmentative and Alternative Communication, 15, 135 – 140.

Sigafoos, J., Woodyatt, G., Tucker, M., Roberts-Pennell, D., Keen, D., Tait, K., & Pittendreigh, N. (1998). Inventory of Potential Communicative Arts. Queensland, Australia: University of Queensland.

Silverman, F. (1995). Communication for the speechless (3rd ed.). Needham Heights, MA: Allyn & Bacon.

Silverstein, S. (1974). Where the sidewalk ends. New York: Harper & Row.

Simmons, N., & Johnston, J. (2004, February). Cultural differences in beliefs and practices concerning talk to children: East-Indian and Western mothers. Poster presented at the 4th Early Years Conference, Vancouver, British Columbia.

Simpson, K. (1996). Interaction patterns of four students with severe expressive communication impairments in regular classroom settings. Unpublished doctoral dissertation, University of Nebraska – Lincoln.

Simpson, K., Beukelman, D.R., & Sharpe, T. (2000). An elementary student with severe expressive communication impairment in a general education classroom: Sequential analysis of inter­actions. Augmentative and Alternative Communication, 16, 107 – 121.

Singh, N., Lancioni, G., O’Reilly, M., Molina, E., Adkins, A., & Oliva, D. (2003). Self-determination during mealtimes through microswitch choice-making by an individual with complex multiple disabilities and profound mental retardation. Journal of Positive Behavior Interventions, 5, 209 – 215.

Skelly, M. (1979). Amer-Ind gestural code based on universal American Indian hand talk. Amsterdam: Elsevier/North Holland.

Skelly, M., Schinsky, L., Smith, R., Donaldson, R., & Griffin, P. (1975). American Indian sign: A gestural communication for the speechless. Archives of Physical and Rehabilitation Medicine, 56, 156 – 160.

Skelly, M., Schinsky, L., Smith, R., & Fust, R. (1974). American Indian sign (Amer-Ind) as a facilitator of verbalization in the oral apraxic. Journal of Speech and Hearing Disorders, 39, 445 – 456.

Skotko, B., Koppenhaver, D., & Erickson, K. (2004). Parent reading behaviors and communication outcomes in girls with Rett syndrome. Exceptional Children, 70(2), 145 – 166.

Slesaransky-Poe, G.L. (1997). Does the use of voice output communication make a difference in the communicative effectiveness and the quality of life of people with significant speech disabilities? Dissertations Abstracts International (UMI No. 9724281).

Small, J., Kemper, S., & Lyons, K. (1997). Sentence comprehension in Alzheimer’s disease: Effects of grammatical complexity, speech rate and repetition. Psychology and Aging, 12(1), 3 – 11.

Small, J.A., Gutman, G., Makela, S., & Hillhouse, B. (2003). Effectiveness of communication strategies used by caregivers of persons with Alzheimer’s disease during activities of daily living. Journal of Speech, Language, and Hearing Research, 46, 353 – 367.

Smebye, H. (1990, August). A theoretical basis for early communication intervention. Paper presented at the fifth biennial conference of the International Society for Augmentative and Alternative Communication, Stockholm.

Smith, A., Thurston, S., Light, J., Parnes, P., & O’Keefe, B. (1989). The form and use of written communication produced by physically disabled individuals using microcomputers. Augmentative and Alternative Communication, 5, 115 – 124.

Smith, M. (1992). Reading abilities of nonspeaking students: Two case studies. Augmentative and Alternative Communication, 8, 57 – 66.

Smith, M. (1996). The medium or the message: A study of speaking children using communication boards. In S. von Tetzchner & M.H. Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 119 – 136). London: Whurr Publishers.

Smith, M., & Grove, N. (1999). The bimodal situation of children learning language using manual and graphic signs. In F.T. Loncke, J. Clibbens, H. Arvidson, & L.L. Lloyd (Eds.), Augmentative and alternative communication: New directions in research and practice (pp. 8 – 30). London: Whurr Publishers.

Smith, M.M., & Grove, N.C. (2003). Asymmetry in input and output for individuals who use AAC. In J.C. Light, D.R. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC: From research to effective practice (pp. 163 – 195). Baltimore: Paul H. Brookes Publishing Co.

Smith-Lewis, M., & Ford, A. (1987). A user’s perspective on augmentative communication. Augmentative and Alternative Communication, 3, 12 – 17.

Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16, 86 – 92.

Snell, M. (2002). Using dynamic assessment with learners who communicate nonsymbolically. Augmentative and Alternative Communication, 18, 163 – 176.

Snell, M., Caves, K., McLean, L., Mineo Mollica, B., Mirenda, P., Paul-Brown, D., et al. (2003). Concerns regarding the application of restrictive “eligibility” policies to individuals who need communication ser­vices and supports: A response by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 28, 70 – 78.

Snyder-McLean, L., Solomonson, B., McLean, J., & Sack, S. (1984). Structuring joint action routines: A strategy for facilitating language and communication development in the classroom. Seminars in Speech and Language, 5, 213 – 228.

Sobsey, D., & Wolf-Schein, E. (1996). Children with sensory impairments. In F.P. Orelove & D. Sobsey (Eds.), Educating children with multiple disabilities: A transdisciplinary approach (3rd ed., pp. 411 – 450). Baltimore: Paul H. Brookes Publishing Co.

Soderholm, S., Meinander, M., & Alaranta, H. (2001). Augmentative and alternative communication methods in locked-in syndrome. Journal of Rehabilitation Medicine, 33(5), 235 – 239.

Sonnenmeier, R., & McSheehan, M. (in press). Beyond access: A model for supporting augmentative and alternative communication and learning of the general education curriculum by persons with the most significant disabilities. Augmentative and Alternative Communication.

Soto, G. (1996, August). Multi-unit utterances and syntax in graphic symbol communication. Paper presented at the fourth biennial research symposium of the International Society for Augmentative and Alternative Communication, Vancouver, British Columbia.

Soto, G. (1997). Special education teacher attitudes toward AAC: Preliminary survey. Augmentative and Alternative Communication, 13, 186 – 197.

Soto, G. (1999). Understanding the impact of graphic sign use on the message structure. In F.T. Loncke, J. Clibbens, H. Arvidson, & L.L. Lloyd (Eds.), Augmentative and alternative communication: New directions in research and practice (pp. 40 – 48). London: Whurr Publishers.

Soto, G., Müller, E., Hunt, P., & Goetz, L. (2001a). Critical issues in the inclusion of students who use augmentative and alternative communication: An educational team perspective. Augmentative and Alternative Communication, 17, 62 – 72.

Soto, G., Müller, E., Hunt, P., & Goetz, L. (2001b). Professional skills for serving students who use AAC in general education classrooms: A team perspective. Language, Speech, and Hearing Services in Schools, 32, 51 – 56.

Soto, G., & Toro-Zambrana, W. (1995). Investigation of Blissymbol use from a language research paradigm. Augmentative and Alternative Communication, 11, 118 – 130.

Spiegel, B., Benjamin, B., & Spiegel, S. (1993). One method to increase spontaneous use of an as­sis­tive communication device: A case study. Augmentative and Alternative Communication, 9, 111 – 118.

Spragale, D., & Micucci, S. (1990). Signs of the week: A functional approach to manual sign training. Augmentative and Alternative Communication, 6, 29 – 37.

Staehely, J. (2000). Prologue: The communication dance. In M. Fried-Oken & H.A. Bersani, Jr. (Eds.), Speaking up and spelling it out: Personal essays on augmentative and alternative communication (pp. 1 – 12). Baltimore: Paul H. Brookes Publishing Co.

Stainback, W., & Stainback, S. (1990). Support networks for inclusive schooling: Interdependent integrated education. Baltimore: Paul H. Brookes Publishing Co.

State of New Hampshire, Department of Health and Human Services. (1999). Guidelines for the use of facilitated communication. Concord, NH: Author.

Stedt, J., & Moores, D. (1990). Manual codes on English and American Sign Language: Historical perspectives and current realities. In H. Bornstein (Ed.), Manual communication: Implications for education (pp. 1 – 20). Washington, DC: Gallaudet University Press.

Steege, M., Wacker, D., Cigrand, K., Berg, W., Novak, C., Reimers, T., Sasso, G., & DeRaad, A. (1990). Use of negative reinforcement in the treatment of self-injurious behavior. Journal of Applied Behavior Analysis, 23, 459 – 468.

Stephenson, J., & Linfoot, K. (1996). Pictures as communication symbols for students with severe intellectual disability. Augmentative and Alternative Communication, 12, 244 – 256.

Sternberg, L. (1982). Communication instruction. In L. Sternberg & G. Adams (Eds.), Educating severely and profoundly handicapped students (pp. 209 – 241). Rockville, MD: Aspen Publishers.

Stillman, R., & Battle, C. (1984). Developing prelanguage communication in the severely handicapped: An interpretation of the Van Dijk method. Seminars in Speech and Language, 5, 159 – 170.

Storey, K., & Provost, O. (1996). The effect of communication skills instruction on the integration of workers with severe disabilities in supported employment settings. Education and Training in Mental Retardation and Developmental Disabilities, 31, 123 – 141.

Strauss, D., & Shavelle, R. (1998). Life expectancy of adults with cerebral palsy. Developmental Medi­cine and Child Neurology, 40, 369 – 375.

Strickland, D., & Cullinan, B. (1990). Afterword. In M. Adams (Ed.), Beginning to read: Thinking and learning about print (pp. 425 – 433). Cambridge, MA: MIT Press.

Stromswold, K. (1994, January). Language comprehension without production: Implications for theories of language acquisition. Paper presented at the Boston University Conference on Language Development, Boston.

Stuart, S. (1988). Expanding sequencing, turn-taking and timing skills through play acting. In S. Blackstone, E. Cassatt-James, & D. Bruskin (Eds.), Augmentative communication: Implemen­tation strategies (pp. 5.8 – 21 – 5.8 – 26). Rockville, MD: American Speech-Language-Hearing ­Association.

Stuart, S. (1991). Topic and vocabulary use patterns of elderly men and women in two age cohorts. Un­published doctoral dissertation, University of Nebraska – Lincoln.

Stuart, S., Lasker, J.P., & Beukelman, D.R. (2000). AAC message management. In D.R. Beukelman, K.M. Yorkston, & J. Reichle (Eds.), Augmentative and alternative communication for adults with acquired neurologic disorders (pp. 25 – 54). Baltimore: Paul H. Brookes Publishing Co.

Stuart, S., Vanderhoof, D., & Beukelman, D.R. (1993). Topic and vocabulary use patterns of elderly women. Augmentative and Alternative Communication, 9, 95 – 110.

Sturm, J.M. (2003, September 9). Writing in AAC. ASHA Leader, 8(16), 8 – 9, 26 – 27.

Sturm, J.M., & Clendon, S.A. (2004). AAC, language, and literacy: Fostering the relationship. ­Topics in Language Disorders, 24(1), 76 – 91.

Sturm, J.M., Erickson, K.A., & Yoder, D.E. (2003). State of the science: Enhancing literacy partici­pation through AAC technologies. Journal of Assistive Technology, 14, 45 – 54.

Sturm, J., & Nelson, N. (1997). Formal classroom lessons: New perspectives on a familiar discourse event. Language, Speech, and Hearing Services in Schools, 28, 255 – 273.

Sturm, J.M., Rankin, J.L., Beukelman, D.R., & Schutz-Meuhling, L. (1997). How to select appropriate software for computer assisted writing. Intervention in School and Clinic, 32, 148 – 161.

Sturm, J., Spadorcia, S., Cunningham, J., Cali, K., Staples, A., Erickson, K., Yoder, D., & Koppenhaver, D. (in press). What happens to reading between first and third grade? Implications for students who use AAC. Augmentative and Alternative Communication.

Sulzby, E., & Teale, W. (1996). Emergent literacy. In R. Barr, M.L. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 727 – 757). Mahwah, NJ: Lawrence Erlbaum Associates.

Sundberg, M. (1993). Selecting a response form for nonverbal persons: Facilitated communication, pointing systems, or sign language. Analysis of Verbal Behavior, 11, 99 – 116.

Sundberg, M.L., & Partington, J.W. (1998). Teaching language to children with autism or other developmental disabilities (version 7.1). Pleasant Hill, CA: Behavior Analysts.

Sussman, F. (1999). More than words: Helping parents to promote communication and social skills in children with autism spectrum disorder. Toronto: The Hanen Centre.

Sutton, A. (1999). Linking language learning experiences and grammatical acquisition. In F.T. Loncke, J. Clibbens, H. Arvidson, & L.L. Lloyd (Eds.), Augmentative and alternative communication: New directions in research and practice (pp. 49 – 61). London: Whurr Publishers.

Sutton, A., & Gallagher, T. (1993). Verb class distinctions and AAC language-encoding limitations. Journal of Speech and Hearing Research, 36, 1216 – 1226.

Sutton, A., & Gallagher, T. (1995). Comprehension assessment of a child using an AAC system. American Journal of Speech-Language Pathology, 4, 60 – 69.

Sutton, A., Gallagher, T., Morford, J., & Shahnaz, N. (2000). Constituent order patterns and syntactic distinctions in relative clause sentences produced using AAC systems. Applied Psycho­linguistics, 21, 473 – 486.

Sutton, A., & Morford, J. (1998). Constituent order in picture pointing sequences produced by speaking children using AAC. Applied Psycholinguistics, 19, 526 – 536.

Sutton, A., Soto, G., & Blockberger, S. (2002). Grammatical issues in graphic symbol communication. Augmentative and Alternative Communication, 18, 192 – 204.

Swengel, K., & Marquette, J. (1997). Service delivery in AAC. In S.L. Glennen & D. DeCoste (Eds.), The handbook of augmentative and alternative communication (pp. 21 – 58). San Diego: Singular Publishing Group.

Szeto, A., Allen, E., & Littrell, M. (1993). Comparison of speed and accuracy for selected electronic communication devices and input methods. Augmentative and Alternative Communication, 9, 229 – 242.

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