This is an alphabetical list of all the studies that are mentioned in the above sections.
Ashton, T., Lee, Y., & Vega, L. A. (2005). Assistive technology: Perceived knowledge, attitudes, and challenges of AT use in special education. Journal of Special Education Technology , 20 (2), 60-63.
Barbetta, P. M. & Spears-Bunton, L. A. (2007). Learning to write: Technology for students with disability in secondary inclusive classroom. The English Journal, 96(4) 86-93.
Batorowicz, B., Missiuna, C. A., & Pollock, N. A. (2012). Technology supporting written productivity in children with learning disabilities: A critical review. Canadian Journal of Occupational Therapy, 79(4), 211-224.
Berry, E. T., McLaurin, S. E., & Sparling, J. W. (1996). Parent/caregiver perspectives on the use of power wheelchairs. Pediatric Physical Therapy, 8, 146-150.
Binger, C., Kent-Walsh, J., Ewing, C., & Taylor, S. (2010). Teaching educational assistants to facilitate the multi-symbol message productions of young students who require AAC. American Journal of Speech-Language Pathology, 19, 108–120.
Blankenship, T.L., Ayers, K. M., & Langone, J. (2005). Effects of computer-based cognitive mapping on reading comprehension for students with emotional behavior disorders. Journal of Special Education Technology, 20, 2, 15-23.
Bottos, M., Bolcati, C., Sciuto, L., Ruggeri, C., & Feliciangeli, A. (2001). Powered wheelchairs and independence in young children with tetraplegia. Developmental Medicine and Child Neurology, 43, 769-777.
Boyle, E. A., Rosenberg, M.S,, Connelly, V.J., Washburn, S.G., Brinckerhoff, L.C., & Banerjee, M. (2003). Effects of audio texts on the acquisition of secondary-level content by students with mild disabilities. Learning Disabilities Quarterly, 26, 203-214.
Brady, N. (2000). Improved comprehension of object names following voice output communication aid use: Two case studies. Augmentative and Alternative Communication, 16, 197-204.
Browder, D. M., Wood, L., Thompson, J., Ribuffo, C., (2014). Innovation Configuration: Evidence-Based Practices for Students with Severe Disabilities. CEEDAR Document No. IC-3, pp. 36-38
Bryant, B. R., Seok, S, Ok, M., & Bryant, D.P. (2012). Individuals with intellectual and/or developmental disabilities use of assistive technology devices in support provision. Journal of Special Education Technology, 27(2), 41-58.
Butler, C. (1986). Effects of powered mobility on self-initiated behaviors of very young children with locomotor disability. Developmental Medicine and Child Neurology, 28, 325 332.
Butler, C., Okamoto, G. A., & McKay, T. M. (1984). Motorized wheelchair driving by disabled children. Archives of Physical Medicine and Child Neurology, 25(4), 472-474.
Calculator, S. N., & Black, T. (2009). Validation of an inventory of best practices in the provision of augmentative and alternative communication services to students with severe disabilities in general education classrooms. American Journal of Speech-Language Pathology, 18, 329-342.
Cochrane, D. & Key, K. (2014). Speech Recognition as AT for Writing. Downloaded from bit.ly/srguide
Cook, A. M., Adams, K., Volden, J., Harbottle, N., & Harbottle, C. (2011). Using lego robots to estimate cognitive ability in children who have severe physical disabilities. Disability and Rehabilitation: Assistive Technology, 6(4), 338-346.
Cullen, J. Alber-Morgan, M., & Shelia, R. (2015). Technology Mediated Self-Prompting of Daily Living Skills for Adolescents and Adults with Disabilities: A Review of the Literature. Education and Training in Autism and Developmental Disabilities, 50(1), 43–55
Cullen, J., Richards, S. B., & Lawless-Frank, C. (2008). Using Software to Enhance the Writing Skills of Students with Special Needs. Journal of Special Education Technology, 23(2), 33-43.
Cumley, G. D., & Beukelman, D. (1992). Roles and responsibilities of facilitators in augmentative and alternative communication. Seminars in Speech and Language, 13, 111–118.
Davies, D. K., Stock, S. E., & Wehmeyer, M. L. (2002a). Enhancing independent time-manage ment skills of individuals with mental retardation using a palmtop personal computer. Mental Retardation, 40, 358-365.
DeLaPaz, S. (1999). Composing via dictation and speech recognition systems: Compensatory technology for students with learning disabilities. Learning Disabilities Quarterly 22(3), 173-182
Edmonds, M.S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tacket, K., & Schnakenberg, J.W. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79, 262-300.
______ (2016). ESSA Guidance: Using Evidence to Strengthen Education Investments. Downloaded January 19, 2017 from https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf
Erickson, K., Hanser, G., Hatch, P., & Sanders, E., (2009). Research-Based Practices for Creating Access to the General Curriculum in Reading and Literacy for Students with Significant Intellectual Disabilities. Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill.
Erickson, K. A., Hatch, P., & Clendon, S. (2010). Literacy, assistive technology, and students with significant disabilities. Focus on Exceptional Children, 42(5), 1-16.
Fennema-Jansen, S.A. (2004). Measuring AT outcomes using the Student Performance Profile; Analysis and recommendations. Proceedings of the RESNA 27th International Conference on Technology and Disability: Research, Design, Practice and Policy.
Gonzalez-Ledo, M., Barbetta, P.M., Unzueta, C. (2015). The Effects of Computer Graphic Organizers on the Narrative Writing of Elementary School Students with Specific Learning Disabilities. Journal of Special Education Technology, 30(1), 29-42.
Gustafson, G. E. (1984). Effects of the ability to locomote on infants’ social and exploratory behaviors: An experimental study. Developmental Psychology, 20, 397-405.
Hall, T. and Strangman, N, Graphic organizers, National Center on Accessing the General Curriculum, Wakefield, 2002.
Hansen, L., (2008). Evidence and outcomes for power mobility interventions with young children. CASEmakers: Sources of Information About Early Childhood and Family Support Practices, 4(1), 1-5.
Hatch, P. (2009). The effects of daily reading opportunities and teacher experience on adolescents with moderate to severe intellectual disability. Unpublished doctoral dissertation, University of North Carolina at Chapel Hill.
Hemmingsson, H., Lidstrom, H., & Nygard, L. (2009). Use of assistive technology devices in mainstream schools: Students’ perspective. American Journal of Occupational Therapy, 63, 463-472.
Hirsh, E.D., Jr. (2003). Reading comprehension requires knowledge – of words and the world: Specific insights into the fourth grade slump and the nation’s stagnant comprehension scores. American Educator, Spring, 10–29.
Hodapp, J. B., & Rachow, C. (2010). Impact of text-to-speech software on access to print: A longitudinal study. In S. Seok, E.E. Meyen, & B. DaCosta (Eds.) Handbook of research on human cognition & assistive technology (pp. 199-219).
Home, A. M., & Ham, R. (2003). Provision of powered mobility equipment to young children: The Whizz-Kidz experience. International Journal of Therapy and Rehabilitation, 10, 511-518.
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179. doi:10.1177/001440290507100203
Johnston, S. & Evans, J. (2005). Considering response efficiency as a strategy to prevent assistive technology abandonment. Journal of Special Education Technology, 20(3), 45-50.
Jones, M. A., McEwen, I. R., & Hansen, L. (2003). Use of power mobility for a young child with spinal muscular atrophy. Physical Therapy, 83, 253-262.
Kangas, K. M. (1997). Clinical assessment and training strategies for the child’s mastery of independent powered mobility. In J. Furumasu (Ed.), Pediatric powered mobility: Developmental perspectives, technical issues, clinical approaches (pp. 33-47). Arlington, VA: RESNA/Rehabilitation Engineering and Assistive Technology Society of North America.
Keefe, E. B., & Copeland, S. R. (2011). What is literacy? The power of a definition. Research and Practice for Persons with Severe Disabilities, 36 (3-4), 92–99.
Kelly, S. (2009). Use of AT by Students with VI: Findings from a National Study. Journal of Visual Impairment & Blindness, 103(8), 470-480.
Kelly, S. & Smith, D., (2011). Impact of AT on Educational Performance of Students with Visual Impairments. Journal of Visual Impairment and Blindness, 105(2), 73-83.
Kent-Walsh, J., & Binger, C., (2013). Fundamentals of the ImPAACT Program. Perspectives on Augmentative and Alternative Communication. April, 2013, 51-61 downloaded November 2016 https://www.researchgate.net/publication/260124160_Fundamentals_of_the_ImPAACT_Program
Kent-Walsh, J., Binger, C., & Hasham, Z. (2010). Effects of parent instruction on the symbolic communication of children using AAC during storybook reading. American Journal of Speech-Language Pathology, 19, 97–107.
Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21, 195–204.
Lancioni, G.E., O’Reilly, M.F., Seedhouse, P., Furniss, R., & Cunha, B. (2000). Promoting independent task performance by persons with severe developmental disabilities through a new computer-aided system. Behavior Modification 24,5, 700-718.
Lancioni, G.E., O’Reilly, M.F., Van den Hof, E., Furniss, R., Seedhouse, P. & Rocha, N. (1999). Task instructions for persons with severe intellectual disability: Reducing the number of instruction occasions after the acquisition phase. Behavioral Interventions 14, 199-211.
Lancioni, G.E., Van den Hof, E., Boelens H, Rocha, N., & Seedhouse, P. (1998). A computer based system providing pictorial instructions and prompts to promote task performance in persons with severe developmental disabilities. Behavioral Interventions 13, 111-122.
Li, H., & Hamel, C. M. (2003). Writing issues in college students with learning disabilities: A synthesis of the literature from 1990 to 2000. Learning Disability Quarterly, 26(1), 29-46.
Light, J., Collier, B., & Parnes, P. (1985). Communicative interaction between young nonspeaking physically disabled children and their primary caregivers: Part 1: Discourse patterns. Augmentative and Alternative Communication, 1, 74–83.
Light, J., Roberts, B., DImarco, R., & Greiner, N. (1998). Augmentative and alternative communication to support receptive and expressive communication for people with autism. Journal of Communication Disorders, 31, 153-180.
MacArthur, C. A., & Cavalier, A. R. (2004). Dictation and Speech Recognition Technology as Test Accommodations. Exceptional Children, 71(1), 43-58.
Maccini. P., Gagnon, J., & Hughes, C. (2002). Technology-based practices for secondary students with learning disabilities. Learning Disabilities Quarterly, 25, 9, 247-261.
Mayes, S. D., Calhoun., S. L., & Crowell, E. W. (2000). Learning Disabilities and ADHD: Overlapping Spectrum Disorders. Journal of Learning Disabilities, 33(5), 417-424
McCollum, D., Nation, S., & Gunn, S. (2014). The effects of a speech-to-text software application on written expression for students with various disabilities. National Forum of Special Education Journal, 25(1), 1-13.
McEwen I.R., Jones M.A., Neas B.R. (2006). Effects of power wheelchairs on the development of children aged 14-30 months with severe motor-related functional limitations. Developmental Medicine and Child Neurology Supplement, 41, 665-670.
McNaughton, D., Light, J., & Arnold, K. B. (2002). “Getting your wheel in the door”: Successful full-time employment experiences of individuals with cerebral palsy who use augmentative and alternative communication. AAC Augmentative and Alternative Communication, 18(2), 59-76.
Mechling, L. C. (2007). Assistive Technology as a Self-Management Tool for Prompting Students with Intellectual Disabilities to Initiate and Complete Daily Tasks: A Literature Review. Education and Training in Developmental Disabilities, 42(3), 252-269
Meyer, N.K. & Bouck, E. (2014). The impact of text-to-speech on expository reading for adolescents with LD. Journal of Special Education Technology 29(1). 21-33.
Millar, D., Light, J.C., & Schlosser, R.W., (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49(2), 248-264.
Montali, J., & Lewandowski, L. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of Learning Disabilities, 29,3, 271-279.
Moorman, A., Boon, R.T., Keller-Bell, Y., Stagliano, C., & Jeffs, T. (2010). Effects of text-to-speech software on the reading rate and comprehension skills of high school students with specific learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 16(1), 41-49.
Morash-Macneil, V. Johnson, F., & Ryan , J.B. (2017). A systematic review of assistive technology for individuals with intellectual disability in the workplace. Journal of Special Education Technology
Nelson, L. & Reynolds, T.W. (2014). Speech recognition, disability, and college composition. Journal of Postsecondary Education and Disability, 28(2), 181-197.
Ouellette, G. & Sénéchal, M. (2017). Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1: A new pathway to literacy, or just the same road, less known? Developmental Psychology 53(1), 77-88.
Parr, M. (2013). Text-to-Speech Technology as Inclusive Reading Practice: Changing Perspectives, Overcoming Barriers. LEARNing Landscapes 6(2), 303-322.
Pufpaff, L.A., Blischak, D.M. & Lloyd, L.L. (2000). Effects of modified orthography on the identification of printed words. American Journal on Mental Retardation, 105(1), 14-24.
Quinlan, T. (2004). Speech Recognition Technology and Students With Writing Difficulties: Improving Fluency. Journal of Educational Psychology, 96(2), 337.
Reinking, D. (2005). Multimedia learning of reading. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning, 355–376. New York: Cambridge University Press.
Reichle, J. (2011). Evaluating assistive technology in the education of persons with severe disabilities. Journal of Behavioral Education, 20, 77-85.
Retter, S., Anderson, C. & Kieran, L. (2013). iPad use of accelerating gains in reading skills of secondary students with learning disabilities. Journal of Educational Multimedia and Hypermedia, 22(4), 443-463.
Romski, M.A., & Sevcik, R.A. (1997). Augmentative and alternative communication for children with developmental disabilities. Mental Retardation & Developmental Disabilities Research Reviews, 3(4), 363-368.
Romski, M.A., & Sevcik, R.A. (2000). Communication, technology, and disability. In M. Wehmeyer & J.R. Patton (Eds.), Mental Retardation in the 21st Century (pp. 299-313). Austin, TX: Pro-Ed.
Rose, D., & Meyer, A., (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, T.L. & Furr, P.M. (1984). Negative effects of illustrations as word cues. Journal of Learning Disabilities, 17(6), 334-337.
Ruppar, A.L., Gaffney, J.S., & Dymond, S.K. (2015). Influences on teachers’ decisionsabout literacy for secondary students with severe disabilities, Exceptional Children 81(2), 209-226.
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Saunder, R.J., & Solman, R.T. (1984). The effect of pictures on the acquisition of a small vocabulary of similar sight-words. British Journal of Educational Psychology, 54(3), 265-275.
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Silió, M. C., & Barbetta, P. M. (2010). The effects of word prediction and text-to-speech technologies on the narrative writing skills of Hispanic students with specific learning disabilities. Journal of Special Education Technology, 25(4), 17–32.
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