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8.9 Literatura

Buffington, D., Krantz, P., McClannahan, L. i Poulson, C. (1998). Procedures for Teaching Appropriate Gestural Communication Skills to Children with Autism. Journal of Autism and Developmental Disorders, 28 (6), 535–545.

Bohaček, A. (2017). Uloga rutina i rituala u ranom učenju i ranoj intervenciji. Neobjavljeni specijalistički rad. Zagreb: Edukacijsko-rehabilitacijski fakultet.

Chen Pichler (2012). Acquisition. U: R. Pfau, M. Steinbach, i B. Woll (Ur.), Sign Language. An International Handbook. Berlin: de Gruyter, 647–686.

Dunst, C., Meter, D. i Hamby, D. (2011). Influences of Sign and Oral Language Interventions on the Speech  and Oral Language Production of Young Children with Disabilities. Center for Early Literacy Learning, 4 (4), 1–20.

Gevarter, C., O’Reilly, M. F., Rojeski, L., Sammarco, N., Lang, R., Lancioni, G. E. i Sigafoos, J. (2013). Comparing communication systems for individuals with developmental disabilities: a review of single-case research studies. Research in Developmental Disabilities, 34 (12): 4415–4432.

Glacken, M., Healy, D., Gilrane, U., Healy-Mc Gowan, S., Dolan, S., Walsh-Gallagher, D. i Jennings, C. (2018). Key word signing: Parents’ experiences of an unaided form of augmentative and alternative communication (Lámh). Journal of Intellectual Disabilities, 23 (3), 327–343.

Grove, N. i Woll, B. (2017). Assessing language skills in adult key word signers with intellectual disabilities: insights from sign linguistics. Research in Developmental Disabilities, 62, 174–183.

Hendler Lederer, S. i Battaglia, D. (2015). Using Signs to Facilitate Vocabulary in Children With Language Delays. Infants & Young Children, 28 (1), 18-31.

Launonen, K. (1997). Enhancing Communication Skills of Children with Down Syndrome: Early Use of Manual Signs. U: S. von Tetzchner i M. Hygum Jensen (Ur.), Augmentative and Alternative Communication: European Perspectives (str. 213–231). Hoboken, New Jersey: Wiley.

Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, Speech, And Hearing Services In Schools, 34, 202–215.

Pirtle, J. i West, E. (2015). Augmentative and Alternative Communication for Learners with Autism Spectrum Disorders. U: P. Zaphiris i C. Siang Ang (Ur.). Human-Computer Interaction: Concepts, Methodologies, Tools, and Applications (str. 1449–1466). Hershey: Information Resources Management Association.

Rombouts , E., Maes , B. i Zink, I. (2018). Manual signing throughout the day: Influence from staff’s sign use and type of activity. Journal of Intellectual Disability Research, 62 (9), 737–745.

Romski, M. i Sevcik, R. (2005). Augmentative Communication and Early Intervention – Myths and Realities. Infants & Young Children, 18(3), 174–185.

Stasolla, F., Perilli, V. i Boccasini, A. (2016). Assistive Technologies for Persons with Severe-Profound Intellectual and Developmental Disabilities. U: J. K. Luiselli i A. J. Fischer (Ur.), Computer-Assisted and Web-based Innovations in Psychology, Special Education, and Health. Academic Press: 287–310.

Van der Meer, L., Sutherland, D., O’Reilly, M., Lancioni G. i Sigafoos, J. (2012). A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders. Autism Spectrum Disorders, 6, 1247–1257.

Wendt, O. (2009). Research on the use of manual signs and graphic symbols in autism spectrum disorders: A systematic review. U: P. Mirenda i T. Iacono (Ur.), Autism spectrum disorders and AAC. Baltimore, Maryland, SAD: Paul H. Brookes Publishing Co. 83–140.

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