OOIR: Observatory of International Research

Papers

(The TQCC of Augmentative and Alternative Communication is 5. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-01-01 to 2026-01-01.)

Article	Citations
Moving beyond binary: shades of yes and no in embodied responses	21
A comparison of differing organizational formats for teaching requesting skills to children with autism	17
Measuring impact of augmentative and alternative communication interventions: adapting the family impact of assistive technology scale for augmentative and alternative communication (FIATS-AAC-No) for	17
“It’s like a guessing game all the time”: parent insights on barriers, supports, and priorities for children with cortical visual impairment and complex communication needs	17
Hearing stakeholder voices in the design of a non-electronic sepedi graphic symbol-based AAC resource	16
Common ground in AAC: how children who use AAC and teaching staff shape interaction in the multimodal classroom	15
Relationship between lexicon and grammar in children and youth who use augmentative and alternative communication	14
The effect of an educational program on the knowledge and attitudes of first responders about people with complex communication needs	13
Effect of AAC intervention on communication within social routines from preschool-age emerging symbolic communicators with developmental disabilities	13
Advances in augmentative and alternative communication research for individuals with Autism spectrum disorder: moving research and practice forward	13
Beyond access: the intersecting role of AAC, literacy, and technology	12
Experiences of school-based professionals delivering AAC to bilingual students in the US: challenges and strategies	12
List of reviewers 2024	12
“They aren’t waiting for an SLP, they think ‘what can I as a parent do now?’” course leaders’ perceptions of AAC interventions targeting parents	11
Aided Enhanced milieu teaching to develop symbolic and social communication skills in children with autism spectrum disorder	11
Parent perspectives on augmentative and alternative communication in Sri Lanka	10
Effects of an asynchronous, online training program for caregivers of children with autism using augmentative and alternative communication	10
Guessability of Indian picture symbols for communication (IPSC) and picture communication symbols (PCS) among Malayalam-speaking typical adults	8
Nothing about AAC users without AAC users: a call for meaningful inclusion in research, technology development, and professional training	8
“It’s caused our whole family to enjoy each other:” a family’s perspective on the impact of disability and AAC on the family system	8
Supporting effective alternative access for individuals with physical disabilities: state of the science, emerging technologies, and future research directions	8
Voice banking to support individuals who use speech-generating devices: development and evaluation of Singaporean-accented English synthetic voices and a Singapore Colloquial English recording invento	8
Representation of aided AAC in contemporary young adult fiction	8
How to select AAC: further evidence from children with autism spectrum disorder and complex communication needs	7
Increasing linguistic and prelinguistic communication for social closeness during naturalistic AAC instruction with young children on the autism spectrum	7

Empowering Parents for AAC: a training and coaching intervention to support parents to implement a core board with fringe vocabulary with their children in New Zealand	7
Teaching South African center-based caregivers to implement augmentative and alternative communication strategies	6
Social validity assessment of instructional approaches for parents of children who require augmentative and alternative communication: a scoping review	6
Unraveling time in communicative interactions involving children who use aided communication	6
What terms should we use for AAC and the people who use it? Results from a terminology survey	6
Core vocabulary for AAC practice from Mandarin Chinese-speaking Taiwanese without disabilities	6
Nurse perspectives on supporting children and youth who use augmentative and alternative communication (AAC) in the pediatric intensive care unit	6
Code-switching using aided AAC: toward an integrated theoretical framework	6
Augmentative and alternative communication services during the COVID-19 pandemic: impact on children, their families and service providers	6
Rethinking device abandonment: a capability approach focused model	6
Communication-related quality of life in adults with acquired neurological disorders who use augmentative and alternative communication: a scoping review of existing tools	6
Move to learn: considerations for providing upright, hands-free, self-initiated mobility to children with severe physical and communication disabilities	6
Malaysian speech-language pathology students’ reflections about their participation in an AAC training program	5
Frequency of word usage by Hebrew preschoolers: implications for AAC core vocabulary	5
Language comprehension assessment using the computer-based instrument for low motor language testing (C-BiLLT) in children with Angelman syndrome	5
Still having his say: David Yoder’s legacy in AAC	5
The effect of aided language stimulation on the acquisition of receptive vocabulary in children with complex communication needs and severe intellectual disability: a comparison of two dosages	5
A Systematic review of AAC interventions using speech generating devices for autistic preschoolers	5
Something for everybody? Assessing the suitability of AAC systems for children using stated preference methods	5
Parent-implemented AAC verb symbol intervention with children with ASD	5
Development of an Arabic core vocabulary list for children utilizing augmentative and alternative communication	5