References for the AT Research cited

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

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, S. (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

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.

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.

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

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.

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.

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.

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.

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.

Schepis, M.M., Reid, D., Behrmann, M., & Sutton, K. (1998). Increasing communicative interactions of young children with autism using voice output communication aid and naturalistic teaching. Journal of Applied Behavior Analysis, 31(4), 561-578.

Seo, S., Brownell, M., Bishop, A., & Dingle, M. (2005). An examination of beginning teacher instruction in special education instructional reading practices that result in student engagement. Retrieved from

Sevcik, R.A. , Romski, M.A. & Adamson L.B. (2004). Augmentative communication and preschool children: Case example and research directions. Disability and Rehabilitation 26, 1323-1329.

Siegenthaler, E., Wurtz, P., & Groner, R. (2011). Improving the usability of e-book readers. Journal of Usability Studies, 6(1), 25-38.

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.

Smith, S. J., & Okolo, C. (2010). Response to intervention and evidence-based practices: Where does technology fit? Learning Disability Quarterly, 33, 257-272.

Snell, M. E., Brady, N., McLean, L., Ogletree, B. T., Siegel, E., Sylvester, L., . . . Sevcik, R. (2010). Twenty years of communication intervention research with individuals who have severe intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities, 115, 364-380.

Snell, M. E., Chen, L. Y., & Hoover, K. (2006). Teaching augmentative and alternativecommunication to students with severe disabilities: A review of intervention research1997-2003. Research and Practice for Persons with Severe Disabilities, 31, 203-214.

Spooner, F., Browder, D. M., & Mims, P. (2011b). Sensory, physical, and healthcare needs. In D. M. Browder & F. Spooner (Eds.), Teaching students with moderate and severe disabilities (pp. 241-261). New York, NY: Guilford.

Stodden, R.A., Roberts, K.D., Takahashi, K., Park, H.J. & Stodden, N. J. (2012). Use of text-to-speech software to improve reading skills of high school struggling readers. Procedia Computer Science, 14, 359-362.

Sturm, J., Cali, K., Nelson, N.W., & Staskowski, M. (2012). The Developmental Writing Scale: A new progress monitoring tool for beginning writers. Topics in Language Disorders, 32(4), 297-318.

Tam, C., Archer, J., Mays, J., & Skidmore, G. (2005). Measuring the outcomes of word cueing technology. Canadian Journal of Occupational Therapy, 72(5), 301–308.

Teale, W., & Sulzby, E. (1986). Emergent literacy: Writing and reading. Norwood, NJ: Ablex.

Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/ learning disabilities. Exceptional Children, 69, 391–409.

Watson, A.H., Ito, M., Smith, R.O., & Anderson, L.T. (2010). Assistive technology in a public school setting. American Journal of Occupational Therapy, 64, 18-29.

Wiart, L., Darrah, J., Hollis, V., Cook, L., & May, L. (2004). Mothers’ perceptions of their children’s use of powered mobility. Physical and Occupational Therapy in Pediatrics, 24 (4), 3-21.

Winn, B.D., Skinner, C.H., Oliver, R., Hale, A.D., &  Ziegler, M.R.  (2006). The effects of listening-while-reading and repeated reading on the reading fluency of adult learners. Journal of Adolescent and Adult Literacy, 50(3), 196-206.

Wood, S.G., Moxley, J.H., Tighe, E.L., & Wagner, R.K. (2017). Does use of text-to-speech and Related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73-84.

Yan, J.H., Thomas, J.R., & Downing, J. H. (1998). Locomotion improves children’s spatial search: A meta-analytic review. Perceptual and Motor Skills, 87, 67-82.

Zazula, J. L., & Foulds, R. A. (1983). Mobility device for a child with phocomelia. Archives of Physical Medicine and Rehabilitation, 64, 137-139.