Comparison of Fixed and Gradual Array When Teaching Sound-Letter Correspondence to Two Children with Autism who Use AAC

References

• Alberto P., Troutman A. Applied behavior analysis for teachers4th edn. Prentice-Hall, Inc., Englewood Cliffs, NJ 1995
   Google Scholar
• American Psychiatric Association. Diagnostic and statistical manual of mental disorders (DSM-IV). Author, Washington, DC 1994
   Google Scholar
• Barlow D., Hayes S. Alternating treatments design: One strategy for comparing the effects of two treatments in a single subject. Journal of Applied Behavior Analysis 1979; 12(2)199–210
   PubMed Web of Science ®Google Scholar
• Beukelman D., Mirenda P. Augmentative and alternative communication: Management of severe communication disorders in children and adults2nd edn. Paul H. Brookes, Baltimore, MD 1998
   Google Scholar
• Blischak D. M., Shah S. D., Lombardino L. J., Chiarella K. Effects of phonemic awareness instruction on the encoding skills of children with severe speech impairments. Disability and Rehabilitation 2004; 26(21/22)1295–1304
   PubMedGoogle Scholar
• Carnine D. W., Silbert J., Kameenui E. J. Direct instruction reading3rd edn. Merrill, Columbus, OH 1997
   Google Scholar
• Fallon K. A., Light J., McNaughton D., Drager K., Hammer C. The effects of direct instruction on the single-word reading skills of children who require augmentative and alternative communication. Journal of Speech, Language, and Hearing Research 2004; 47: 1424–1439
   PubMed Web of Science ®Google Scholar
• Foley B. The development of literacy in individuals with severe congenital speech and motor impairments. Topics in Language Disorders 1993; 13(2)16–32
   Web of Science ®Google Scholar
• Frost L. A., Bondy A. S. PECS: The picture exchanges communication system training manual. Pyramid Educational Consultants, Inc. 1994
   Google Scholar
• Goosens C., Crain S., Elder P. Engineering the preschool environment for interactive, symbolic communication. Southeast Augmentative Communication Conference, Birmingham, AL 1992
   Google Scholar
• Gunn B. K., Simmons D. C., Kameenui E. J. Emergent literacy: Synthesis of the research. National center to Improve the Tools of Educators, Eugene, OR 1995, Retrieved 20 October 2007 from: http://idea.uoregon.edu/∼ncite/documents/techrep/tech19.html
   Google Scholar
• International Reading Association and the National Association for the Education of Young Children. Learning to read and write: Developmentally appropriate practices for young children. Young Children 1998; 53(4)30–46
   Google Scholar
• Johnston S., Davenport L., Kanarowski B., Rhodehouse S., McDonnell A. Teaching sound letter correspondence and consonant-vowel-consonant combinations to young children who use augmentative and alternative communication. Manuscript submitted for publication. 2008
   Google Scholar
• Johnston S., Reichle J., Evans J. Supporting augmentative and alternative communication use by beginning communicators with severe disabilities. American Journal of Speech Language Pathology 2004; 13(1)20–30
   PubMed Web of Science ®Google Scholar
• Justice L. M., Kaderavek J. N. Embedded-explicit emergent literacy intervention I: Background and description of approach. Language, Speech and Hearing Services in Schools 2004; 35(3)201–211
   PubMed Web of Science ®Google Scholar
• Justice L. M., Pullen P. C. Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education 2003; 23: 99–113
   Web of Science ®Google Scholar
• Kluth P., Darmody-Latham J. Beyond sight words: Literacy opportunities for students with autism. Reading Teacher 2003; 56(6)532–535
   Google Scholar
• Koppenhaver D., Erickson K. Natural emergent literacy supports for preschoolers with autism and severe communication impairments. Topics in Language Disorders 2003; 32(4)283–292
   Google Scholar
• Koppenhaver D. Literacy in AAC: What should be written on the envelope we push?. Augmentative and Alternative Communication 2000; 16: 270–279
   Google Scholar
• Koppenhaver D., Yoder D. Classroom literacy instruction for children with severe speech and physical impairments (SSPI): What is and what might be. Topics in Language Disorders 1993; 13(2)1–13
   Web of Science ®Google Scholar
• Lanter E., Watson L. Promoting literacy in students with ASD: The basics for the SLP. Language, Speech, and Hearing Services in Schools 2008; 39(1)33–43
   PubMed Web of Science ®Google Scholar
• Light J., Kelford Smith A. Home literacy experiences of preschoolers who use AAC systems and of their nondisabled peers. Augmentative and Alternative Communication 1993; 9: 10–25
   Google Scholar
• Nation K., Clarke P., Wright B., Williams C. Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders 2006; 36: 911–919
   PubMed Web of Science ®Google Scholar
• Notari-Syverson A., O'Connor R. E., Vadasy P. F. Ladders to literacy: A preschool activity book. Paul H. Brookes, Baltimore, MD 1998
   Google Scholar
• Pierce P. L., McWilliam P. J. Emerging literacy and children with severe speech and physical impairments (SSPI): Issues and possible intervention strategies. Topics in Language Disorders 1993; 13(2)47–57
   Google Scholar
• Reichle, J., York, J., Sigafoos, J. 1991. Implementing augmentative and alternative communication: Strategies for learners with severe disabilities. Baltimore, Paul H. Brookes
   Google Scholar
• Romski M. A., Sevcik R. A. Augmented language development in children with severe mental retardation. Causes and effects in communication and language intervention, S. Warren, J. Reichle. Paul H. Brookes, Baltimore 1992; 113–130
   Google Scholar
• Sanford A. R., Zelman J. G. The learning accomplishment profile. Kaplan Press, Winston-Salem, NC 1981
   Google Scholar
• Schlosser R., Blischak D. Effects of speech and print feedback on spelling by children with autism. Journal of Speech, Language, and Hearing Research 2004; 47: 848–862
   PubMed Web of Science ®Google Scholar
• Schlosser R. Comparative efficacy of interventions in augmentative and alternative communication. Augmentative and Alternative Communication 1999; 15(1)56–68
   Google Scholar
• Snow, C., Burns, M. S., Griffen, P. 1998. Preventing reading difficulties in young children. Washington, DC, National Academy Press
   Google Scholar
• Sulzby E. Assessment of writing and children's language while writing. The role of assessment and measurement in early literacy instruction, L. Morrow, J. Smith. Prentice-Hall, Englewood Cliffs, NJ 1989; 83–109
   Google Scholar
• Truxler J. E., O'Keefe B. M. The effects of phonological awareness instruction on beginning word recognition and spelling. Augmentative and Alternative Communication 2007; 23: 164–176
   PubMed Web of Science ®Google Scholar
• Vacca J. Autistic children can be taught to read. International Journal of Special Education 2007; 22(3)54–61
   Google Scholar
• Wilkinson K. A., McIlvane W. J. Considerations in teaching graphic symbols to beginning communicators. Exemplary practices for beginning communicators, J. Reichle, D. Beukelman, J. Light. Paul H. Brookes, Baltimore, MD 2002; 273–322
   Google Scholar
• Wolery M., Ault M. J., Doyle P. M. Teaching students with moderate and severe disabilities: Use of response prompting strategies. Longman, White Plains, NY 1992
   Google Scholar