| Submission ID 12 — Making the iPad Accessible with AbleNet’s Connect |
| Submission ID 13 — Effects of Conversation-based Intervention on the Expressive Vocabulary of Children who Use AAC |
| Submission ID 19 — Ten apps for encouraging communication in very young children: Identifying skills embedded in app use |
| Submission ID 20 — ACOLUG – Learning from the People Who Use AAC |
| Submission ID 21 — Mobile Technologies and Apps for AAC? |
| Submission ID 25 — Psychological Effects of Speech Impairment (PDF, 349 kB) |
| Submission ID 26 — My ECO and I Out in Schools Motivating Students |
| Submission ID 27 — Cookies to a Communication Community: Prioritising functional communication in an autism setting through attitudinal change. |
| Submission ID 29 — Communication Access for People with Complex Communication Needs (CCN) within Legal and Justice contexts |
| Submission ID 31 — Training the front line – Disability Support Workers |
| Submission ID 32 — AAC in Church: Spiritual, Social, and Logistical Considerations of Participating in Group Worship |
| Submission ID 33 — Complex communication needs ? Special needs ? Did you say special needs ? (PDF, 81 kB) |
| Submission ID 34 — CCN through the lens of Jonathan Wolff’s ‘Status Enhancement’ |
| Submission ID 35 — Consideration for the Provision of Services to Bilingual/Multilingual Children who Use AAC |
| Submission ID 38 — Fancy Nancy Meets The Science Guys |
| Submission ID 39 — OIVA Brings Joy and New Meaning to Interaction and Work |
| Submission ID 40 — Empowering people with complex communication needs to negotiate their communication access rights |
| Submission ID 41 — “How I use the internet and social media”: Experiences of young people who use AAC |
| Submission ID 43 — Towards Ending Violence Against People with Complex Communication Needs: Views from 7 Countries |
| Submission ID 44 — Developing Generative Language and Writing Skills for Beginning Communicators who Have Severe and Multiple Disabilities |
| Submission ID 45 — Children with Autism use AAC in the Emergency Department |
| Submission ID 47 — AAC Considerations for Individuals With Angelman Syndrome |
| Submission ID 48 — How Intensive Interaction enabled PMLD students at Glenroy Specialist School to Discover Communication |
| Submission ID 49 — Communicative interaction between a non-speaking child with cerebral palsy and her caregiver using an iPad (PDF, 513 kB) |
| Submission ID 50 — Encouraging Social Interaction Using Low Tech Devices in Diverse Linguistic/Cultural Homes/Environments |
| Submission ID 51 — VERBA MANENT |
| Submission ID 52 — Preserving Legacy: A Guide to Message Banking in a Patient’s Voice |
| Submission ID 54 — The CommunicAACion is the message : Timeline of an AAC mentor |
| Submission ID 55 — Autismo Infantil: Os desafios da sala de aula |
| Submission ID 57 — Realidade Virtual aplicada como Ferramenta de Comunicação Alternativa |
| Submission ID 59 — Parental Involvement in the Individual Educational Program for Israeli Students with Disabilities |
| Submission ID 61 — Novas perspectivas tecnológicas utilizadas na formação profissional de pessoas com deficiência |
| Submission ID 64 — UNCRPD Article 12: Can it be upheld for people who communicate informally? The role of supported decision making in the lives of people with severe to profound intellectual disability |
| Submission ID 66 — The Integrated Communication Strategy- supporting people with CCN to communicate effectively across all communication environments |
| Submission ID 67 — What is ‘significant support’ for people who use AAC? |
| Submission ID 68 — Connectedness – up close and personal |
| Submission ID 69 — CROSS-CULTURAL STUDY OF SPECIAL EDUCATION TEACHERS’ PERCEPTION OF ICONICITY OF GRAPHIC SYMBOLS FOR EMOTIONS |
| Submission ID 70 — A Day in My Accessible City (DOC, 144 kB) |
| Submission ID 72 — Planning Augmentative and Alternative Communication (AAC) Trainings in Low-Resource Developing Countries |
| Submission ID 73 — It is never to late to discover communication-when the surroundings meets the AAC needs |
| Submission ID 74 — Discovering Communication through Aided and Unaided AAC in Weekend News for Children with Cerebral Palsy |
| Submission ID 75 — Polyadic interactions in Augmentative and Alternative Communication – a conversation analytic study |
| Submission ID 76 — An Interdisciplinary Team Discovering Independent Computer Access Together |
| Submission ID 77 — Gaze controlled systems for children with multiple disabilities – an evaluation (PDF, 168 kB) |
| Submission ID 78 — The Communication Matrix: Evidence of Effectiveness for Developing Educational Goals |
| Submission ID 79 — Updates on a Global Initiative: Research and Development of the Multi-lingual Online Assessment Tool, www.CommunicationMatrix.org |
| Submission ID 80 — ‘Discovering communication and the effects of congenital neuro-degeneration’ |
| Submission ID 81 — Changes in Adult Scaffolding as a Result of Improved Expressive Vocabulary and Grammatical Skills of Children who use AAC |
| Submission ID 82 — Pictogram AAC prototype software that expands telegraphic language into natural language in Catalan and Spanish (PDF, 3 MB) |
| Submission ID 83 — The CSI-CY: a New Tool to Aid in Communication Goal Development (PDF, 643 kB) |
| Submission ID 84 — Exploring Work Opportunities for Leaders who use AAC |
| Submission ID 85 — Families and information: What makes an information adoptable and usable? (PDF, 141 kB) |
| Submission ID 88 — AAC to enhance communication between individuals with Dementia and their partners (PDF, 609kB) |
| Submission ID 89 — PARTNER STRATEGIES IN CONVERSATIONS between aided and naturally speaking communicators |
| Submission ID 90 — The Concept of Functional Health and the threefold term of competence – a basis for the participation-model and AAC |
| Submission ID 93 — Moving from “They” to “We”-Examining Generalization of Alternative and Augmentative Communication Systems between Home and School |
| Submission ID 94 — A COMUNICAÇÃO SUPLEMENTAR E/OU ALTERNATIVA: FORMAÇÃO DE PROFESSORES |
| Submission ID 95 — Cerebral palsy and old age |
| Submission ID 96 — Children’s attitudes toward interaction with an unfamiliar peer with little or no functional speech: Comparing high and low technology devices |
| Submission ID 97 — O USO DA TECNOLOGIA ASSISTIVA POR MEIO DO ENSINO COLABORATIVO NO CONTEXTO ESCOLAR |
| Submission ID 98 — Academic Content of Educational Goals and Objectives for Children who use AACS |
| Submission ID 100 — Communication Circuit – Activities for juniors and training for professionals to promote AAC |
| Submission ID 102 — Pólo de avaliação em comunicação aumentativa e alternativa – Descobrindo alternativas em adultos com incapacidades severas. Augmentative and alternative communication evaluation unit – Discovering alternatives in adults with severe disabilities |
| Submission ID 103 — “PARENTS/CAREGIVERS KNOWLEDGE ABOUT AUGMENTATIVE AND ALTERNATIVE COMMUNICATION SYSTEMS IN CENTRO DE REABILITAÇÃO DE PARALISIA CEREBRAL DO PORTO.” |
| Submission ID 104 — Practices in Selecting Initial AAC Vocabulary for Individuals with Severe Intellectual Disabilities (PDF, 3 MB) |
| Submission ID 105 — Análise de Aplicativos de Acessibilidade desenvolvidos para Dispositivos Móveis baseados em Android |
| Submission ID 106 — Employment of Augmentative and Alternative Communication Systems in Early Childhood Education |
| Submission ID 107 — Using the Communication Function Classification System (CFCS) to improve epidemiology of AAC |
| Submission ID 108 — TAMPAS VERMELHAS REDONDAS – O UNIVERSO CIRCULAR DE ROWANA – A CAA COMO A CHAVE DESTE MUNDO (PDF, 99 kB) |
| Submission ID 110 — Participants’ Dynamic Orientation to Folder Navigation when Using a VOCA with a Touch Screen in Talk-in-Interaction (PDF, 2 MB) |
| Submission ID 111 — Journey through the End of Life |
| Submission ID 112 — What Decisions Do SLPs Make When Designing Aided AAC Displays? (PDF, 676 kB) |
| Submission ID 114 — Supporting AAC Users: Collaboration between School District and Hospital Evaluation Center |
| Submission ID 115 — Comparing Picture Exchange, Manual Signs and iPad-based SGDs as AAC Options for Children with Autism |
| Submission ID 116 — Assessing the “non assessable” children |
| Submission ID 117 — Effects of AAC App, “Knock Knock Talk”, for the child with Severe and Multiple Disabilities |
| Submission ID 118 — AAC Symbol Iconicity Analysis by Perceiving of General Young Children |
| Submission ID 119 — Effects of Nonobligatory Turn-taking Intervention on the Communicative Competence of Students with Multiple Disabilities |
| Submission ID 120 — Performance of children with intellectual disabilities on AAC systems with different language organizations |
| Submission ID 121 — Mobile Device and App Selection: Who’s Driving the Decision Process? |
| Submission ID 122 — The use of Objects of Reference as part of a Multi-Sensory Communication System. |
| Submission ID 123 — Barriers and facilitators to a visual language system for children with developmental disabilities in an early intervention setting |
| Submission ID 124 — Look Mommy and Daddy! I can talk with my eyes |
| Submission ID 125 — Exploring Relationships and Imagining Possibilities |
| Submission ID 126 — How do we make decisions about symbolic vocabularies for communication? |
| Submission ID 127 — Context-Aware AAC System on Mobile Systems |
| Submission ID 128 — The Makeup Of Services Providing AAC In England And The Level Of Use Of AAC – A Survey Of English Services. |
| Submission ID 129 — Where are we looking? Analyzing eye-movements during a symbol search task. (PDF, 3 MB) Explanation (PDF, 97 kB) |
| Submission ID 130 — Navigational Skills of Children and Adolescents with Autism Spectrum Disorders: Impact of Cognition |
| Submission ID 131 — Talking Mats and families living with dementia |
| Submission ID 132 — Facilitating Communication for Eye-Gaze User within a Complex Continuing Care Setting – a Person-Centered Approach |
| Submission ID 133 — Conhecimento e Utilização de Recursos de Comunicação Suplementar e Alternativa por professores de Educação Especial |
| Submission ID 134 — A pivoting tray and other communication aids in communication groups for people with severe aphasia |
| Submission ID 136 — Collaborative Service Delivery between School Board and AAC Clinic |
| Submission ID 139 — The Relation between Multiculturalism and Emotion and the Implications for Augmentative and Alternative Communication Design (PDF, 1 kB) |
| Submission ID 140 — Use of eye-tracking technology in assessment of children with cerebral palsy – insights into utility |
| Submission ID 141 — Assessing Functional Gaze Control Skills in Young Children with Cerebral Palsy |
| Submission ID 142 — Using Phonemes to Construct Utterances for Aided Communication |
| Submission ID 143 — A Mathematical Aided Language Stimulation Programme for Subtraction Word-Problem Solving for Children with Intellectual Disabilities |
| Submission ID 144 — Tailoring support for families with a new speech generating device: Training recommendations from parents and speech-language pathologists. |
| Submission ID 145 — Enhancing communication in children with disabilities through the use of electronic textiles |
| Submission ID 147 — COCP in the classroom: Good examples of teacher strategies to reach full participation in group communications (DVD) (PDF, 6 MB) |
| Submission ID 148 — Augmentative and alternative communication intervention for a young adult with severe disabilities in China |
| Submission ID 149 — Augmentative and alternative communication intervention for a child with autism in China |
| Submission ID 151 — Using AAC to make an Important Contribution to the Lives of the Most Vulnerable in Society |
| Submission ID 153 — “Um Caso de Sucesso Apesar das Adversidades” / “A Success story despite all odds” |
| Submission ID 154 — A new tool to support communication between dentist and patients with intellectual and communication disabilities |
| Submission ID 155 — The tellability factor: narratives produced by aided communicators |
| Submission ID 156 — Graphic communication intervention for a young man with autism, limited speech and unusual drawing abilities |
| Submission ID 157 — Validation of the Communiction Complexity Scale |
| Submission ID 158 — Revision of NJC Practice Guidelines and Communication Bill of Rights |
| Submission ID 159 — Human Computer Interaction and Device to Device Communication |
| Submission ID 161 — Create Your Own Multilingual Activities on the iPad to Support AAC Instruction |
| Submission ID 162 — They know it, but they don’t do it – Research about barriers in educational systems |
| Submission ID 163 — A Low-Tech Visual Scenes Display Augmentative and Alternative Communication (AAC) Intervention for young children with complex communication needs (PDF, 2 MB) |
| Submission ID 164 — Developing positive relationships for adults with intellectual disabilities and complex communication needs |
| Submission ID 165 — Comparing two Speech-generating devices and picture-exchange system for children with developmental disabilities in Taiwan |
| Submission ID 166 — Using communication boards to disclose violence: Addressing global translation practices in a systematic way |
| Submission ID 167 — ‘How do adults with severe acquired communication difficulties make decisions about, and experience, the communication methods they use?’ |
| Submission ID 168 — Increased activity and participation for individuals with ALS and medical ventilator. (PDF, 3 MB); Poster Explanation (483 kB) |
| Submission ID 170 — One Small Miracle at a Time: the Story of Dr. Jamil Zogheib, ALS Survivor |
| Submission ID 171 — I have much to say: Motivation, possibility and hardship in four adults using Bliss |
| Submission ID 172 — News in symbols |
| Submission ID 173 — Multi-Modal, Multi-Cultural – AAC in Viet Nam |
| Submission ID 174 — RELATO DE EXPERIÊNCIA: DESCREVENDO UM GRUPO DE COMUNICAÇÃO COM CRIANÇAS COM PARALISIA CEREBRAL NÃO ORALIZADAS |
| Submission ID 175 — How can the Danish philosopher Søren Kierkegaard build participation and communication for AAC users? |
| Submission ID 176 — A method for reconciling multiple synopses of a systematic review: Effects of AAC intervention on speech production |
| Submission ID 177 — Early augmentative and alternative communication intervention for a young child with severe developmental language disorder |
| Submission ID 182 — Everyone, Everyday, Every way: A Whole School Approach to Literacy |
| Submission ID 183 — Phases of AAC Need and Profiles of Candidacy in the Hospital ICU/Acute Care |
| Submission ID 184 — Professoras Da Sala De Integração E Recursos E A Comunicação Alternativa E Aumentativa |
| Submission ID 185 — A Tecnologia Assistiva Na Escola Inclusiva |
| Submission ID 186 — Investigating the early social communication skills of children with cerebral palsy |
| Submission ID 187 — INTERAÇÃO ENTRE DUAS CRIANÇAS COM PARALISIA CEREBRAL E SUAS FAMÍLIAS UTILIZANDO A COMUNICAÇÃO ALTERNATIVA |
| Submission ID 188 — Visual for all |
| Submission ID 189 — App…però ! |
| Submission ID 190 — The Extended Role of the Communication Partner in AAC-interaction |
| Submission ID 193 — Assessing Language Development in Young Children who use AAC |
| Submission ID 195 — Lessons learned about language of AAC users and non-disabled individuals using the same communication aids |
| Submission ID 196 — Long Term Language and Reading Outcomes of Toddlers who Participated in Early Augmented Language Interventions |
| Submission ID 197 — A comparison of PECS and iPad used as a speech generating device to teach requesting to preschoolers with autistic spectrum disorder (PDF, 871 kB) |
| Submission ID 198 — Just-in-Time Technology and Visual Scene Displays: Adolescents with Severe Disabilities (PDF, 151 kB) |
| Submission ID 199 — iCanChat: Creating Meaningful Language Experiences through AAC for Children with Complex Communication Needs (PDF, 290 kB) |
| Submission ID 200 — A Comparison of AAC Apps Across Accuracy and Latency Measures |
| Submission ID 201 — Good examples of how teachers and students use AAC in the learning environment |
| Submission ID 202 — Supporting multi-symbol utterances of children with little or no functional speech: A comparison of two AAC systems |
| Submission ID 203 — Uma nova forma de interação: A utilização de Brain Computer Interface(BCI) por pessoas com paralisia cerebral e problemas motores |
| Submission ID 204 — Effect of Constraint-Induced Auditory Training on Children with Autism Spectrum Disorders who Use AAC |
| Submission ID 205 — a comunicação alternativa aumentativa e as interações através do ambiente virtual de aprendizagem na escola |
| Submission ID 206 — The Effects of Environmental Sounds on the Guessability of Animated Graphic Symbols |
| Submission ID 208 — Eye gaze technology with preliterate children: A South African perspective |
| Submission ID 209 — The development of communicative problem solving in aided and naturally speaking communicators aged 5–15 years |
| Submission ID 210 — Use of augmentative and alternative communication in special needs education schools for children in Japan, Part A (PDF, 222 kB) Part B (PDF, 609 kB) |
| Submission ID 211 — AAC assessment and service delivery in South Africa: Building infra-structure through empowerment |
| Submission ID 213 — Profiling communicative competence: A neurosociocognitive reasoning model for AAC Assessment |
| Submission ID 215 — Supporting Vocabulary Development in Students Who Use AAC: Practical Approaches for Educators and Speech-Language Pathologists |
| Submission ID 216 — Teaching reading and writing in AAC |
| Submission ID 217 — Development of Narrative Language in a Student Who Uses AAC |
| Submission ID 218 — Applying Bloom’s Taxonomy to Integrate Core Vocabulary into the Various National Curricula |
| Submission ID 219 — The JoyTalk Approach to Participatory Studies on Communicative and Cognitive Disorders |
| Submission ID 221 — Discovering communication: What vocabulary do children with communication challenges need to express feelings of pain? (PDF, 2 kB) |
| Submission ID 222 — Challenges and strategies in AAC assessment in contexts of linguistic and cultural diversity |
| Submission ID 223 — AAC Following Brain Herniation: Supporting Long-Term Recovery |
| Submission ID 224 — Expanding AAC and AT Awareness and Use in Poland, Romania and Serbia through International Collaboration (PDF, 44 kB) |
| Submission ID 225 — Using a symbol-based AAC system to testify in court: Vocabulary Implications |
| Submission ID 226 — Sounds and Words: Building phoneme awareness and early literacy |
| Submission ID 227 — Levelt’s Model of Word Production Applied to Augmentative Communication |
| Submission ID 229 — Early augmentative and alternative communication intervention for a young child with Angelman syndrome |
| Submission ID 230 — Os efeitos do PECS e Video Modeling na comunicação de um aluno com Deficiência Intelectual |
| Submission ID 231 — A direct AAC service in ICU: patient stories and perspectives |
| Submission ID 233 — ELABORAÇÃO DE PRANCHAS DE COMUNICAÇÃO DE BAIXO CUSTO: PARTICIPAÇÃO DA FAMÍLIA DE CRIANÇAS NÃO VERBAIS |
| Submission ID 234 — Leadership Roles and Changing the Face of AAC |
| Submission ID 235 — Participation of aided communicators in play with peers: Language for action |
| Submission ID 236 — Getting the Words Out: Supporting Writers Voice for People who use AAC (PDF, 1 MB) |
| Submission ID 237 — Cultural issues in implementing an integrated augmentative communication and manipulation assistive technology for academic activities (PDF, 255 kB) |
| Submission ID 238 — Movement Matters!! Preschoolers with SSPI Use Hands-free Support Walkers to Move, Discover, Interact, and Learn |
| Submission ID 239 — Perspectivas para Busca Semântica para Comunicação Alternativa: o caso SCALA |
| Submission ID 240 — iPad Video Feedback: Make It Informative and Strategic (And FUN!) (PDF, 970 kB) |
| Submission ID 242 — Perspectives of Individuals with SSPI on Brain-Computer Interface and AAC (PDF, 36 kB) |
| Submission ID 243 — Access and Independence—A Novel Idea! |
| Submission ID 244 — Objects of Reference based on the Opponency Theories for the functional use of vision for visual impairment. |
| Submission ID 245 — Augmentative and Alternative Communication: Comparison of free software using ARASAAC symbols: TICO, AraBoard and In-Tic (PDF, 2 MB) |
| Submission ID 247 — Good Things: Having a good life in a group home when you have communication difficulties (PDF, 3 MB) |
| Submission ID 248 — Prioritizing the ICF domains for rehabilitation for adults with aphasia: Comparing three perspectives |
| Submission ID 249 — Development of Thai Minspeak AAC |
| Submission ID 250 — Recipient Design, Reasonable Adjustments or patronising speech? (PDF, 3 MB), References (41 kB) |
| Submission ID 251 — Getting communication right – A charter for people with Learning Disabilities |
| Submission ID 252 — Curricular adaptations for a child in a mainstream school using AAC |
| Submission ID 253 — Development education meets AAC: the design of a strategy for developing AAC-based learning activities on global issues |
| Submission ID 254 — Lead-ability – Empowering AAC users with leadership skills |
| Submission ID 255 — Making Communication Even Better and Mystery Shopping – ensuring health service are responsive to AAC users |
| Submission ID 256 — Evaluating the effects of interacting with an adult who uses AAC on mainstream school communities. |
| Submission ID 258 — A systematic method for constructing a lexicon for an AAC software: a French case |
| Submission ID 260 — Interaction, Play and Communication (PDF, 4 MB) |
| Submission ID 261 — The Performance of Operating AAC App on Smart Phone for Children with Intellectual Disabilities |
| Submission ID 262 — Measuring the School Communicative Participation for AAC Users in Taiwan |
| Submission ID 263 — The Let’s Talk Project – Improving services for people with complex communication needs |
| Submission ID 264 — From problem solving to striving for dreams:transformation of a service delivery model |
| Submission ID 265 — Team-basaed development of persoanl-presentation books. Aiming for participation,communication and joy for children with PMLD. |
| Submission ID 266 — ADAPTAÇÃO DE MATERIAIS PEDAGÓGICOS POR MEIO DA COMUNICAÇÃO ALTERNATIVA PARA UMA CRIANÇA COM PARALISIA CEREBRAL |
| Submission ID 267 — Communicative competence for individuals who require AAC: Revisiting the definition and strategies |
| Submission ID 268 — Blissymbolics today |
| Submission ID 269 — Improving Patient Communication and Participation in Medical and Mental Health Settings using Visual Support. |
| Submission ID 271 — Building capacity in the AAC field: Preservice training in research and evidence-based practice (PDF, 133 kB) |
| Submission ID 273 — Employment – a realistic goal for those with severe communication impairments? (PDF, 188 kB) |
| Submission ID 274 — Publishing in the AAC journal – Strategies for success |
| Submission ID 276 — “AAC and verbal dyspraxia The experience of a multidisciplinary treatment in developmental age to support autonomy in communication” |
| Submission ID 277 — ‘The Era of Technology’: Assistive Communication and Integrated Technologies for people with Motor Neuron Disease. |
| Submission ID 278 — AAC across the World: Taiwan |
| Submission ID 279 — Engaging families to interact using AAC: What have we learned? |
| Submission ID 280 — Strategies to become a competent communication partnerwith children who need AAC |
| Submission ID 282 — CONTRIBUIÇÕES DO SCALA NA INCLUSÃO E LETRAMENTO DE UMA ALUNA COM PARALISIA CEREBRAL |
| Submission ID 283 — Evaluation of the Factors and Components of Societal Integration of Adults with Congenital Physical Disabilities |
| Submission ID 284 — Interactive Alphabet USE – It’s Way More Than Just Letter Identification (PDF, 1 MB) |
| Submission ID 285 — ICF-CY and Down Syndrome: a useful tool for clinical decision making? |
| Submission ID 286 — Insights in vocabulary organization in children with Down Syndrome |
| Submission ID 287 — PREPARING LEARNERS WITH SPECIAL NEEDS FOR EMPLOYMENT: IS 10 YEARS OLD TOO EARLY? |
| Submission ID 289 — Maintaining a Dyad between a Toddler with Communication Disorders and his Parent as a Primary Caregiver using Augmentative and Alternative Communication |
| Submission ID 292 — A DEAF INDIVIDUAL ON THE AUTISTIC SPECTRUM WITH NO FUNCTIONAL SPEECH WORKING IN MAINSTREAM EMPLOYMENT: IMPOSSIBLE? |
| Submission ID 293 — Communication breakdowns and repair strategies among children with severe intellectual & developmental disabilities |
| Submission ID 294 — A Conversation on Global Issues in Augmentative and Alternative Communication (PDF, 200 kB) |
| Submission ID 298 — “WHEN THE COMMUNICATION ALTERNATIVE IS NOT ENOUGH” |
| Submission ID 299 — “ALTERNATIVE” TO THE WORK: THE SUPPORT OF SPEECH THERAPY AND OCCUPATIONAL THERAPY IN SOCIAL INCLUSION AND CARE IN THE LABOR MARKET |
| Submission ID 301 — PARENT-BASED VIDEO HOME TRAINING (PBVHT) IN AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) FOR CHILDREN WITH COMPLEX COMMUNICATION NEEDS |
| Submission ID 302 — BARRIERS TO USE COMPUTER ASSISTIVE TECHNOLOGY IN CHILDREN WITH CEREBRAL PALSY IN BRAZIL |
| Submission ID 303 — Learning to use a brain-computer interface: Attention training (PDF, 831 kB) |
| Submission ID 304 — Strategies in construction and interpretation of graphic-symbol sequences by speakers using a SOV language. |
| Submission ID 305 — Investigating executive functioning in aided communicators |
| Submission ID 306 — The Implementation of the Pragmatic Communication Books |
| Submission ID 307 — The Balanced Literacy Diet – Apps Included! (PDF, 2 MB) |
| Submission ID 309 — Influence of AAC on quality of life in children with cerebral palsy – pilot study (PDF, 114 kB) |
| Submission ID 310 — COMUNICAÇÃO ALTERNATIVA EM CRIANÇAS COM AUTISMO: DO CONCRETO AO TABLET |
| Submission ID 311 — Effectiveness of Computer-Based Simulations on Learning of Social and Communication Skills by Children with ASD |
| Submission ID 312 — The “Word group”: Experiences in community based AAC facilitated writing |
| Submission ID 313 — Transforming Care by Leading the System – Supporting Clinically Driven Research When Developing Customized Access Technologies (PDF, 648 kB) |
| Submission ID 314 — The Study of AAC training for a Junior High School Student with Severe Hearing Impairment |
| Submission ID 315 — COMUNICAÇÃO ALTERNATIVA NA ESCOLA: A INCLUSÃO EXPERIENCIADA NA AÇÃO PEDAGÓGICA |
| Submission ID 316 — “I Have a Hope” – Finding a Voice after 20 Years (PDF, 1 MB) |
| Submission ID 317 — Giving Speech to Leap Motion (TM) |
| Submission ID 318 — Capacitação de interlocutores no contexto da comunicação alternativa: programa de orientação às famílias |
| Submission ID 319 — A Visual Smorgasbord: Unique uses of visuals to expand language abilities for individuals with ASD |
| Submission ID 320 — Teaching discriminated requests to an individual with autism spectrum disorder using grid, scene, and hybrid displays on an iPad AAC application |
| Submission ID 321 — Discover Film in AAC; My Film, My Story! |
| Submission ID 322 — Is it possible to measure AAC-effects physiologically? A pilot study within a pediatric care setting |
| Submission ID 323 — All Change Please: Whole school AAC and literacy implementation (PDF, 61 kB) |
| Submission ID 324 — BOTTOM OF THE VESSEL: HIDDEN COMMUNICATIONS COME TO SURFACE. DON CALABRIA ON NAVE ITALIA |
| Submission ID 325 — AAC as a support during clinical assessment and intervention procedures: opinions of parents and staff |
| Submission ID 326 — Arabic 3D sign language, the future has already begun! |
| Submission ID 327 — Reading to Learn: Communication Development through Literacy Experiences (PDF, 1 MB) |
| Submission ID 328 — Comunicação Suplementar e Alternativa como recurso para inclusão educacional |
| Submission ID 329 — Getting Past the Barrier of Apraxia to Interactive Communication for Children with Rett Syndrome |
| Submission ID 330 — A Communication Page Set for People with Aphasia (PDF, 1 MB) |
| Submission ID 333 — If I Knew Then What I Know Now! A Transition from School Aged to Adulthood! |
| Submission ID 334 — A moment in their Shoes, a Lifetime of Learning! |
| Submission ID 335 — Building language and literacy skills with children who require AAC: Longitudinal cases of evidence-based practices |
| Submission ID 336 — If the Book Fits, I’ll Use It! – Customizing Communication Books for Varying Physical Needs (PDF, 1 MB) |
| Submission ID 339 — ESTUDO LONGITUDINAL DA CSA EM ADULTOS AFÁSICOS A PARTIR DOS COMPONENTES DA CIF |
| Submission ID 340 — Effects of an Aided Modeling Intervention on the Intentional Communication of Adults with Autism Spectrum Disorder |
| Submission ID 341 — Use of Electronic Communication Devices by Temporarily Nonvocal Patients During Nurse-Patient Interactions in the ICU |
| Submission ID 342 — Implementing High Tech AAC Devices through Whole Class Speech and Occupational Therapy |
| Submission ID 343 — Understanding Communication Changes Experienced by Older Adults with Cerebral Palsy (PDF, 1 MB), Handout slides (PDF, 721 kB); |
| Submission ID 344 — Research of Programming Thinking Developing in High Programming Language for Deaf Students (PDF, 325 kB) |
| Submission ID 345 — Developing a Centre of Educational Expertise, Adelaide West Special Education Centre’s Journey |
| Submission ID 346 — Assessing Children with Cerebral Palsy for AAC Systems: A Systematic Review of the Literature |
| Submission ID 347 — Assessing Children with Autism for AAC Systems: A Systematic Review of the Literature |
| Submission ID 348 — Shared Book Reading: Engagement Through AAC |
| Submission ID 349 — Assessing Adults with ALS for AAC Systems: A Systematic Review of the Literature |
| Submission ID 350 — The Effect of Animations on AAC Symbol Recognition of Students with Different Types of Disabilities |
| Submission ID 351 — Assessing Adults with Aphasia for AAC Systems: A Systematic Review of the Literature |
| Submission ID 352 — Perceptions on Synthesized Speech by Individuals who Use AAC |
| Submission ID 353 — The effects of AAC sentence prediction function on speed and accuracy of sentence generation |
| Submission ID 354 — PERCEPTIONS OF AND CHALLENGES FACED BY MALAYSIAN PARENTS WHEN USING AAC WITH THEIR CHILDREN |
| Submission ID 355 — Taiwanese Special Education Teachers’ Perceptions of Augmentative and Alternative Communication Service Provision |
| Submission ID 356 — THE INTRODUCTION OF AAC TO A PRE-SYMBOLIC CHILD WITH DOWN SYNDROME: A CASE STUDY |
| Submission ID 357 — Finding the Right Books for Students with Complex Communication, Intellectual, and Physical Needs (PDF, 2 MB) |
| Submission ID 358 — Inbook and linguistic comprehension |
| Submission ID 359 — How to Use New Image-based Technologies in ETR-Materials |
| Submission ID 360 — The impact on the inclusion of the use of books in symbols (Inbook) |
| Submission ID 361 — The iPad as a shopping aid, tool and topic for AAC user |
| Submission ID 362 — Shared experiences through online photo diaries (PDF, 1 MB) |
| Submission ID 363 — I can tell you about my Life – a qualitative research project |
| Submission ID 364 — SpeakerID – The potential for speaker identification to improve the effectiveness of aided communication. |
| Submission ID 365 — Observing Gaze in Children with Severe Cerebral Palsy: What is ‘Eye-Pointing’? |
| Submission ID 366 — Teacher beliefs and attitudes in facilitating early literacy learning |
| Submission ID 367 — Conversation partners for adults with cerebral palsy – a pilot scheme |
| Submission ID 368 — Availability and use of AAC and social-communicative competence in children with Down syndrome |
| Submission ID 369 — An European Partnership supports AAC training in a developing country |
| Submission ID 370 — FORMAÇÃO EM COMUNICAÇÃO SUPLEMENTAR E/OU ALTERNATIVA NA GRADUAÇÃO EM FONOAUDIOLOGIA: UMA EXPERIÊNCIA BRASILEIRA |
| Submission ID 371 — AKKtiv parental education – development of ComMore- a course for multilingual parents who have children in need of AAC |
| Submission ID 372 — Eyegaze technology; considerations for using in recording and implications for AAC interface design. (PDF, 2 MB) |
| Submission ID 373 — My life so far- let’s hear it from Elina! (PDF, 10 kB) |
| Submission ID 374 — Analysis of communicative strategies in the course of a neurodegenerative disease in childhood |
| Submission ID 375 — Testing protocol for eye tracking device for persons with profound movement disability |
| Submission ID 376 — I need my eyes to talk (DOC, 30 kB) |
| Submission ID 377 — COMUNICAÇÃO ALTERNATIVA E INCLUSÃO ESCOLAR: CRENÇAS E REPRESENTAÇÕES DOS PROFESSORES |
| Submission ID 378 — It is what it is: Data Visualization and AAC Intervention Planning |
| Submission ID 379 — Development of quality indicators for AAC services in Scotland |
| Submission ID 380 — Outcome Measure in AAC |
| Submission ID 381 — AAC, Academic Articles, and Video |
| Submission ID 382 — Pictures of you & me – changing perceptions of a ‘traditional family’ |
| Submission ID 383 — Paradise Lost |
| Submission ID 385 — A Formative Evaluation of an Authoring Tool for Social Stories |
| Submission ID 386 — Construct Validity of the AAC-Aphasia Categorical Framework |
| Submission ID 387 — Developing of Thai Picture-based Language System for Thai Minspeak |
| Submission ID 388 — Getting to the CORE – New Results in Core Vocabulary and Consequences for Teaching |
| Submission ID 389 — Impacto de um Serviço de Tecnologias de Apoio nos diferentes stakeholders |
| Submission ID 390 — Enhancing Core Vocabularies Via Computer Typing Training System For Students With Learning Disabilities |
| Submission ID 391 — Everyone Connects – Connecting people with complex communication needs to a digital world |
| Submission ID 392 — The assessment of communication activity with children of severe and multiple disabilities |
| Submission ID 393 — Academic and social participation in regular schools for adolescents who use AAC |
| Submission ID 394 — User Experiences from Croatian ICT Competence Network for Innovative Services for Persons with Complex Communication Needs |
| Submission ID 396 — Communication and language and a AAC system – a case of a girl with Wolf-Hirschhorn syndrome |
| Submission ID 397 — How Brazilian universities prepare future AAC practitioners through undergraduate research |
| Submission ID 398 — Self-taught literacy – a new paradigm? |
| Submission ID 401 — Vocalizador digital baseado na computação sensível ao contexto utilizando NFC |
| Submission ID 402 — The communicative development of children and young adults with severe multiple disabilities (PDF, 917, kB) |
| Submission ID 403 — O USO DA COMUNICAÇÃO ALTERNATIVA NO CONTEXTO HOSPITALAR FAVORECENDO O BRINCAR DE UMA CRIANÇA COM SÍNDROME DE WERNING HOFFMAN. |
| Submission ID 404 — The tablet as a useful device for aac and learning in the classroom (PDF, 4 MB) |
| Submission ID 405 — Don’t get me wrong… – (dis)advantages of progress in communication |
| Submission ID 406 — Easy and Effective Ways to Communicate and Participate with AAC Apps on iDevices |
| Submission ID 408 — For typically developing 3 year olds, Is Aided Language Stimulation a more effective instructional strategy than a mand-model strategy in supporting the acquisition of novel abstract graphic symbol-word pairings? |
| Submission ID 409 — The Writing Pyramid: Word Banks, Symbol Sets/ Devices, and The ALPABET! (PDF, 12 MB) |
| Submission ID 410 — Low cost communicator and computer interface for the deafblind |
| Submission ID 411 — Mobile AAC Solutions using Gaze Tracking and Optical Character Recognition |
| Submission ID 412 — A Survey of High-tech and Low-tech Augmentative and Alternative Communication Services in Special Educational Practice in Taiwan |
| Submission ID 414 — AAC Language Resources in the Mainstream |
| Submission ID 415 — Communication Partner Instruction in Augmentative and Alternative Communication: A Systematic Review |
| Submission ID 417 — A decision challenge: when to prescribe a model of sophisticated alternative and augmentative communication device for a young child with cerebral palsy and profound movement disability |
| Submission ID 419 — Communicate to Grow : AAC for children with Spinal Muscular Atrophy Type 1 (SMA1) |
| Submission ID 420 — Gaze Tracking and Language Model for Flexible Augmentative and Alternative Communication in Practical Scenarios (PDF, 2 MB) |
| Submission ID 422 — Phonics acquisition for nonverbal students with moderate disabilities using systematic instruction and iPad |
| Submission ID 424 — Empowering People with Aphasia through Multimodal Communication and AAC |
| Submission ID 426 — Tivoli – Learning signs through games and interaction for children with communicative disorders (PDF, 3 MB) |
| Submission ID 427 — TRAINING REGULAR TEACHERS TO PROMOTE ALTERNATIVE COMMUNICATION RESOURCES TO NON VOCAL STUDENTS |
| Submission ID 428 — Aided communication development for a preschool child: from E-tran to an eye gaze communication device |
| Submission ID 429 — How to conceptualize AAC user-technology relationships: A study on eye control (PDF, 1 MB) |
| Submission ID 430 — Development of Korean AAC program: Culturally appropriate symbols and linguistic features |
| Submission ID 431 — Alternative Communication and Children Literature: Mediation for Literacy of ASD students |
| Submission ID 433 — Seniors centred design scenarios – stimulating brain functions and communication using digital social games |
| Submission ID 434 — Implementation of alternative communication resources in school routine |
| Submission ID 436 — The Language of Writing: Creating a Writing Program that Fosters Communication, Collaboration, and Composition |
| Submission ID 437 — Consistency and Collaboration: AAC Clinic Managers Group |
| Submission ID 438 — Process and Outcome of AAC family camp program in Korea |
| Submission ID 439 — COMUNICAÇÃO ALTERNATIVA PARA A ACESSIBILIDADE: UM RELATO DE EXPERIÊNCIA SOBRE O V CONGRESSO BRASILEIRO DE COMUNICAÇÃO ALTERNATIVA – ISAAC BRASIL 2013 |
| Submission ID 440 — Inteligibilidade em Voz Sintetizada (PDF, 889 kB) |
| Submission ID 441 — Advanced vocabulary creation and customization in Proloquo2Go for iOS (PDF, 5 MB) |
| Submission ID 442 — Understanding factors that predict functional communication in children and youth with complex communication needs |
| Submission ID 443 — DIVERSIDADE E EVOLUÇÃO DA COMUNICAÇÃO SUPLEMENTAR E ALTERNATIVA NO BRASIL: ANÁLISE DOS PRIMEIROS CONGRESSOS |
| Submission ID 445 — Access is the Key to AAC: Role of OT |
| Submission ID 446 — myHealthPass – using mobile IT to overcome communication barriers between patients and healthcare |
| Submission ID 447 — Bringing iPad technology to rural South Africa |
| Submission ID 448 — The Preliminary of Validating Vocabulary Selection and Organization of a Manual Communication Board in Malay. |
| Submission ID 449 — SCALA em sala de aula: estudo de caso em turma inclusiva da Educação Infantil |
| Submission ID 450 — Building a low-cost switch using a gyroscope |
| Submission ID 452 — A Social Network for -and with- People with Cognitive Disabilities (PDF, 934 kB) |
| Submission ID 453 — Teaching Minspeak® to Visually Impaired and Legally Blind: Is it Possible? |
| Submission ID 454 — Adapted play strategies for children that require Augmentative and Alternative Communication (PDF, 2 MB) |
| Submission ID 455 — ANÁLISE DA CONCEITUAÇÃO TEÓRICO-PRÁTICA ACERCA DA COMUNICAÇÃO SUPLEMENTAR E/OU ALTERNATIVA (CSA) NO CONTEXTO EDUCACIONAL |
| Submission ID 457 — Communication Partner Instruction for AAC Interactions: A Lifespan Approach |
| Submission ID 458 — Participation aspiration of adults using AAC in the life area work and employment (PDF, 355 kB) |
| Submission ID 459 — What Can We Do To Make AAC Devices Configuration Easier? (PDF, 2 MB) |
| Submission ID 460 — Getting to the CORE of it: A Progression from Personal Experiences to Creative Story Telling |
| Submission ID 461 — Shared Reading for Students with Complex Communication, Intellectual & Physical Challenges: It’s About the Interaction! (PDF, 1 MB) |
| Submission ID 462 — Descritive Language for Virtual Keyboards |
| Submission ID 463 — THE ROLE OF THE UNIVERSITY IN SPREADING AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (PDF, 540 kB) |
| Submission ID 464 — Shared Writing: Minimizing the Mystery of Writing for Students With Significant Disabilities (PDF, 2 MB) |
| Submission ID 465 — AAC Service Delivery – Trying to Make it work for Everyone |
| Submission ID 466 — ALUNOS COM PARALISIA CEREBRAL: AVALIAÇÃO DAS HABILIDADES SOCIAIS ATRAVÉS DA COMUNICAÇÃO ALTERNATIVA |
| Submission ID 468 — Making the Switch to iOS 7 Switch Control on iPad (PDF, 7 MB) |
| Submission ID 470 — Sentence prediction for a picture based vocabulary: problems of understanding and clarity – Preliminary results (PDF, 2 MB) |
| Submission ID 471 — Virtual Keyboards and Communication Boards on the Cloud |
| Submission ID 472 — The effects of applying Adapted-PECS in the inclusion process with Brazilian Kindergartens children with ASD |
| Submission ID 473 — FORMAÇÃO INICIAL DE FUTUROS PROFESSORES:CURSO DE HABILIDADES SOCIAIS COM RECURSOS DA COMUNICAÇÃO ALTERNATIVA |
| Submission ID 474 — Além da interação: tradutores automáticos para língua de sinais e a constituição do sujeito surdo |
| Submission ID 476 — Aplicac?a?o mo?vel para CAA e design centrado no utilizador |
| Submission ID 477 — The effectiveness of two instructional methods for teaching children with severe speech and physical impairments Blissymbols |
| Submission ID 478 — Adapting Proloquo4Text text-based AAC solution for iOS to individual needs |
| Submission ID 479 — O EFEITO DAS CORES EM CRIANÇAS COM TRANSTORNOS DO ESPECTRO AUTISTA: CRIAÇÃO DE CENÁRIOS PARA O SCALA |
| Submission ID 480 — Participation in work and career needs communication |
| Submission ID 482 — Oscar learns how to understand and communicate emotions (PDF, 560 kB), Extended Abstract (PDF, 393 kB) |
| Submission ID 484 — Interface design with integrated communication and robotic manipulation to encourage play |
| Submission ID 485 — AAC and Assistive Technology training courses to Specialized Educational Service teachers in Brazil |
| Submission ID 486 — HISTÓRIA SOCIAL™ COM IMAGENS NA INTERVENÇÃO DE CRIANÇAS COM TRANSTORNO DO ESPECTRO DO AUTISMO |
| Submission ID 487 — Using Talking Mats ® to Administer the Canadian Occupational Performance Measure (COPM) |
| Submission ID 488 — Beyond “Please” & “Thank You”: The importance of teaching social skills to children who Use AAC (PDF, 71 MB) |
| Submission ID 489 — AAC Awareness Week – together we make more |
| Submission ID 490 — Integrating Digital Technology and AAC for Emergent Literacy in Bilingual Preschool Classroom |
| Submission ID 491 — O irromper de uma criança com paralisia cerebral na escrita. |
| Submission ID 495 — ASPECTOS IMPORTANTES NO DESENVOLVIMENTO DA COMUNICAÇÃO/LINGU |
| Submission ID 496 — “P is a Palindrome”: Case Study Comparing Quadrant Reduction Onscreen Keyboard and Morse Code |
| Submission ID 497 — Using Dynamic Assessment for Early Sentence Structures with Children using an iPad AAC App |
| Submission ID 498 — Teaching Preschoolers to Produce Rule-Based Messages using an AAC iPad App |
| Submission ID 499 — Getting to the Core: Creating a Core Vocabulary for a Common Core Curriculum |
| Submission ID 500 — iCan Communicate: Measures of Change via Service-Learning Activities |
| Submission ID 501 — Profiles of Independent AAC Communicators |
| Submission ID 502 — Social Media and Scanning Access: Navigating Solutions |
| Submission ID 503 — The Need for Nurse Training in AAC |
| Submission ID 505 — Communication Access in Australia – present & future |
