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Children who benefit from augmentative and alternative communication (AAC) need not only the support of individuals knowledgeable in the technologies themselves, but ones who understand the translation of language intervention principles to AAC.


This is a pre-copy-editing, author-produced PDF of an article accepted for publication in SIG 16 Perspectives on School-Based Issues, volume 14, issue 4, in 2013 following peer review. The definitive publisher-authenticated version is available online at DOI: 10.1044/sbi14.4.81.


American Speech-Language-Hearing Association (ASHA)



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