|
American Association on Mental Retardation. (2002). Mental retardation: Definition, classification, and systems of supports (10th ed). Annapolis Junction, MD: AAMR Publications.
Downing, J. E. (1999). Teaching communication skills to students with severe disabilities. Baltimore, MD: Paul H. Brookes Publishing.
Gaynor, C. (2003). Preparing for life after school: The transition process. The Inclusion Notebook, V (3), 1-3.
Gillette, Y. (2003). Achieving communication independence: A comprehensive guide to assessment and intervention. Eau Claire, WI: Thinking Publications.
Kleinman, L. I. (1994). Functional communication profile. East Moline, IL: Linguisystems.
McCarthy, C. F., McLean, L. K., Miller, J. F., Paul-Brown, D., Romski, M. A., Rourk, J. D., & Toder, D. E. (1998). Communication supports checklist. Baltimore, MD: Brookes.
McLean, L. K., & McLean, J. E. (1993). Communication intervention for adults with severe mental retardation. Topics in Language Disorders, 13(3), 47-60.
Mar, H. H., & Sall, N. (1999). Profiles of the expressive communication skills of children and adolescents with severe cognitive disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 34(1), 77-89.
National Joint Committee for the Communication Needs of Persons with Severe Disabilities. (2002). Adults with learning disabilities: Concerns about the application of restrictive "eligibility policies." Communication Disorders Quarterly, 23(3), 145-153.
Ogletree, B. T., Fischer, M. A., & Turowski, M. (1996). Assessment targets and protocols for nonsymbolic communicators with profound disabilities. Focus on Autism and other Developmental Disabilities, 11(1), 53-58.
Rowland, C., & Schweigert, P. (1993). Analyzing the communication environment. Tucson, AZ: Communication Skill Builders.
|