AACInfo

MSC01 1195
1 University of New Mexico
Albuquerque, NM 87131

Publications

Books

Kent-Walsh, J. (2012). What every speech-language pathologist should know about service-learning. Boston, MA: Pearson/Allyn & Bacon.

Binger, C., & Kent-Walsh, J. (2009). What every speech-language pathologist needs to know about augmentative and alternative communication. Pearson Education, Inc.: Boston.

Light, J., & Binger, C. (1998). Building communicative competence with individuals who use augmentative and alternative communication. Paul H. Brookes Publishing Co., Inc.: Baltimore.

Book Sections

Kent-Walsh, J. (2012). Augmentative and alternative communication. In. J.M. Rippe (Ed.) Encyclopedia of lifestyle medicine and health. Thousand Oaks, CA: SAGE Publications.

Kent-Walsh, J., & Binger, C. (2009). Addressing the language and communication demands of the classroom for beginning communicators and early language users. In C. Zangari & G. Soto (Eds.). Practically speaking: Language, literacy, and academic development for students with AAC needs. Baltimore: Paul H. Brookes Publishing Co.

Journal Articles

Kent-Walsh, J., Murza, K., Malani, M.D., & Binger, C. (In Press). Effects of Communication Partner Instruction on the Communication of Individuals using AAC:  A Meta-Analysis.  Manuscript accepted for publication in Augmentative and Alternative Communication.  Partner Instruction Coding Manual; Partner Intruction Coding Form

Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., McKelvey, M., & Quach, W. (2012). Personnel roles in the AAC assessment process. Augmentative and Alternative Communication, 28, 278-288. Abstract

Kent-Walsh, J. (2011). Emergent literacy intervention appears effective for teaching sound-letter correspondence and consonant-vowel-consonant spelling combinations to young children who use augmentative and alternative communication. Evidence-Based Communication Assessment and Intervention, 4, 183-187. Abstract

Binger, C., Maguire-Marshall, M., & Kent-Walsh, J. (2011). Using aided AAC models, recasts, and contrastive targets to teach grammatical morphemes to children with developmental delays who use AAC. Journal of Speech, Language, and Hearing Research, 54, 160-176.  Abstract

Kent-Walsh, J., Binger, C., & Malani, M. (2010). Teaching partners to support the communication skills of young children who use AAC: Lessons from the ImPAACT Program. Early Childhood Services, 4, 210-226.

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.  Abstract

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.  Abstract

Binger, C., Berens, J., Kent-Walsh, J., & Hickman, S. (2008). The impacts of aided AAC interventions on AAC use, speech, and symbolic gestures. Seminars in Speech and Language, 29, 101-111.  Abstract

Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino parents to support the multi-symbol message productions of their children who require AAC. Augmentative and Alternative Communication, 24, 323-338.  Abstract

Binger, C., & Light, J. (2008). The morphology and syntax of individuals who use AAC: Research review and implications for effective practice. Augmentative and Alternative Communication, 24, 123-138.  Abstract

Kent-Walsh, J., Stark, C., & Binger, C. (2008). Tales from school trenches: AAC service-delivery and professional expertise. Seminars in Speech and Language, 29, 146-154.  Abstract

Rosa-Lugo, L. I., & Kent-Walsh, J. (2008). Effects of parent instruction on communicative turns of Latino children using AAC during storybook reading. Communication Disorders Quarterly, 30, 49-61.  Abstract

Binger, C. & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23, 30-43.  Abstract

Binger, C. & Light, J. (2006). Demographics of preschoolers who require AAC. Language, Speech, and Hearing Services in Schools, 37, 200-208.  Abstract

Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21, 195–204.  Abstract

Kent-Walsh, J., & Light, J. (2003). General education teachers' experiences with inclusion of students who use augmentative and alternative communication. Augmentative and Alternative Communication, 19, 104-124.  Abstract

Light, J., Binger, C., Agate, T., & Ramsay, K. (1999). Teaching partner-focused questions to individuals who use augmentative and alternative communication to enhance their communicative competence. Journal of Speech, Language, and Hearing Research, 42, 241-255.  Abstract

Light, J., Binger, C., & Kelford Smith, A. (1994). Story reading interactions between preschoolers who use AAC and their mothers. Augmentative and Alternative Communication, 10, 255-268.  Abstract

Newsletter Articles

Kent-Walsh, J., & Binger, C. (2012). Communication partner instruction in AAC: Strategies for building circles of support. Perspectives on Augmentative and Alternative Communication, 21, 124-126.

Binger, C., & Kent-Walsh, J. (2012). Selecting skills to teach communication partners: Where do I start? Perspectives on Augmentative and Alternative Communication, 21, 127-135. Abstract

Binger, C.,  & Kent-Walsh, J. (2012, December 18). Communication Takes Two. The ASHA Leader. Full article

Binger, C., & Kent-Walsh, J. (2012; invited). Selecting skills to teach communication partners: Where do I start? Perspectives on Augmentative and Alternative Communication, 21, 126-134. Abstract

Kent-Walsh, J. & Binger, C. (2012; invited). Partner instruction in AAC: Strategies for building circles of support. Perspectives on Augmentative and Alternative Communication, 21, 124-125.

Kent-Walsh, J., & Binger, C., (2011). Technology as a language tool: Augmentative and alternative communication in the classroom, Perspectives on School-Based Issues, 12, 28-33.  Abstract

Binger, C. (2008; invited). Grammatical morpheme intervention issues for students who use AAC. Perspectives on Augmentative and Alternative Communication, 17, 62-68.  Abstract

Kent-Walsh, J. (2008). Communication partner interventions for students who use AAC. Perspectives on Augmentative and Alternative Communication, 17, 27-32.  Abstract

Binger, C. (2008; invited) Classroom-based language goals and intervention: Back to basics. Perspectives on Augmentative and Alternative Communication, 17, 20-26.  Abstract

Binger, C. (2007; invited). AAC intervention for children with suspected childhood apraxia of speech. Perspectives on Augmentative and Alternative Communication, 16, 10-12.

Kent-Walsh, J. & Schwartz, J. (2006). Reengineering teaching and learning practices, ASHA Leader, 11(5), 18-19.  Full article

Blackstone, S., & Binger, C. (2006; invited). Learning to model aided AAC. Augmentative Communication News, 18(3), 12.  Newsletter

Kent-Walsh, J., & Rosa-Lugo, L. (2006). Communication partner interventions for children who use AAC: Storybook reading across culture and language, ASHA Leader, 11(3), 6-7.  Full article

Light, J., & Kent-Walsh, J. (2003). Fostering emergent literacy for children who require AAC. ASHA Leader, 8(9), 4-6. Full article

Binger, C. (2001). No time to lose: Working with children with severe disabilities who are presymbolic. ASHA Leader, 6, 10-11.  Full article