Clarke & Williams (2020) examined the common practices of SLPs who work with individuals with ASD with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction.
Mandak et al. evaluated the effects of online instruction in a family-centered, relational skills strategy on preservice SLPs use of family-centered skills.
Bhana et al. share how VSDs can be easily implemented during shared storybook readings to support communication and participation.
Caron et al. (2020) investigated the effects of T2L software features within a grid-based AAC app on the single-word reading skills of five individuals with CCN.
Babb et al. (2020) investigated the use of video VSDs to support participation during a volunteer activity for adolescents with CCN.
Laubscher and Light (2020) examined core word lists through a developmental perspective and considered the clinical implications for individuals with CCN.