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Facultade de Ciencias da Educación
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Mestrado Universitario en Psicoloxía Aplicada
 Asignaturas
  Comunicación aumentativa e alternativa no contexto da educación especial
   Fontes de información
Bibliografía básica

Cannella, H. I., O'Reilly, M. F., & Lancioni, G. E. (2005). Choice and preference assessment research with people with severe to profound developmental disabilities: a review of the literature. Research in Developmental Disabilities, 26 (1), 1-15.

Downing, J. E. (2005). Teaching communication skills to students with severe disabilities. Baltimore: Paul. H. Brookes

Green, C. W., Reid, D. H., White, L. K., Halford, R. C., Brittain, D. P., & Gardner, S. M. (1988). Identifying reinforcers for persons with profound handicapps: Staff opinion versus systematic assessment of preferences. Journal of Applied Behavior Analysis, 21, 31-43.

Hill, K. (2009). Data collection and Monitoring AAC intervention in the Schools. Perspectives on Augmentative and Alternative Communication, 18 (2), 58-64. https://doi.org/10.1044/aac18.2.58 

Kovac, T. M., Frisbie, A., y Moore, S. M. (2016). Using ongoing outcomes based assessment and monitoring to drive intervention in AAC. Perspectives of the ASHA Special Interest Groups, 1 (12), 153-163. https://doi.org/10.1044/persp1.SIG12.153

Kern, L., Vorndran, C. M., Hilt, A., Ringdahl, J. E., Adelman, B.E. & Dunlap, G. (1998). Choice as an intervention to improve behavior: A review: a review of the literature. Journal of Behavioral Education, 8 (2), 151-169.

Light, J. C., Beukelman, D. R., & Reichle, J. (2003). Communicative competence for individuals who use AAC. From research to effective practice. Baltimore, Maryland: Paul H. Brooks.

Reichle, J., Beukelman, D.R., & Light, J. C. (2002). Communication and Language Intervention Series. Exemplary Practices for Beginning Communicators. Implications for AAC. Baltimore, Maryland: Paul H. Brooks.

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

Rowland, C., & Schweigert, P. (1993). Analyzing the communicative environment to increase functional communication. Journal fo the Association for Persons with Severe Handicaps, 18 (3), 161-176.

Rowland, C., & Schweigert, P. (2004). First things. Early communication for the pre-symbolic child with disabilities. US Department of Education: Oregon Health & Science University.

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

Sigafoos, J., Arthur-Kelly, M., & Butterfield, N. (2006). Enhancing Everyday Communication for Children with Disabilities. Baltimore: Paul H. Brookes.

Sigafoos, J. (1999). Creating opportunities for Augmentative and Alternative Communication: Strategies for Involving People with Developmental Disabilities. AAC, 15, 183-190.

Sigafoos, J., & Dempsey, R. (1992). Assessing choice making among children with multiple disabilities. Journal of Applied Behavior Analysis, 25 (3), 747-755.

Schlosser, R., y Braun, U. (1994). Efficacy of AAC interventions: Methodologic issues in evaluating behavior change, generalization, and effects. Augmentative and Alternative Communication 10 (4), 207-223. https://doi.org/10.1080/07434619412331276920

Schlosser, R. W. (2003). The Efficacy of Augmentative and Alternative Communication. Toward evidence-based practice. London: Academic Press.

Warren, S. F., & Reichle, J. (1992). Communication and Language Intervention Series: Vol.1. Causes and Effects in Communication and Language Intervention. Baltimore: Paul H. Brookes

Warren, S. F., & Reichle, J. (1993). Communication and Language Intervention Series: Vol. 2. Enhancing children's communication. Baltimore: Paul H. Brooks.

Warren, S. F. & Rogers-Warren, A. K. (1985). Teaching functional language. Generalization and maintenance of language skills. Austin, TX: Pro-Ed.

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