- Binger, Cathy & Maguire-Marshall, Molly & Kent-Walsh, Jennifer. (2011). Using Aided AAC Models, Recasts, and Contrastive Targets to Teach Grammatical Morphemes to Children Who Use AAC. Journal of speech, language, and hearing research: JSLHR. 54. 160-76. 10.1044/1092-4388(2010/09-0163). Link to this article
- Dada, S. & Alant, E. (2009). The Effect of Aided Language Stimulation on Vocabulary Acquisition in Children With Little or No Functional Speech. Am J Speech Lang Pathol, 18(1), 50-64. doi: 10.1044/1058-0360(2008/07-0018). Link to this article
- Harris, M. D., & Reichle, J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities. American Journal of Speech-Language Pathology, 13(2), 155-167. Link to this article
- Brady, N., Herynk, J. & Fleming, K. (2010). Communication input matters: Lessons from prelinguistic children learning to use AAC in preschool environments. Early childhood Services, 4, 141-154. Link to this article
- Binger, C., Light, J. (2007). The Effect of Aided AAC Modeling on the Expression of Multi-Symbol Messages by Preschoolers who use AAC. Augmentative and Alternative Communication, March 2007 VOL. 23 (1), 30 – 43. Link to this article
- Drager, K. D. (2009). Aided modeling interventions for children with autism spectrum disorders who require augmentative and alternative communication. Perspectives on Augmentative and Alternative Communication, 18. 114-120. doi: 10.1044/aac18.4.114 Link to this article
- Light, J. & Drager, K. (2004). Re-thinking Access to AAC Technologies for Young Children: Simplifying the Learning Demands. Perspect Augment Altern Commun, 13(1), 5-12. doi: 10.1044/aac13.1.5. - Link to this article
- Sennott, Samuel & C. Light, J & McNaughton, D. (2016). AAC Modeling Intervention Research Review. Research and Practice for Persons with Severe Disabilities. 41. 10.1177/1540796916638822. Link to this article
“The results of the review indicated that AAC modeling intervention packages led to meaningful linguistic gains across four areas including (a) pragmatics, marked by increases in communication turns; (b) semantics, marked by receptive and expressive vocabulary increases; (c) syntax, marked by multi-symbol turn increases; and (d) morphology, marked by increases in target morphology structures.”
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