Charles Hedbring/Program STEPPE



Below are 'a few' selected references relevant to Language & Communication. As always, all references are taken from Biblio-Refs (just click on the "Download" button above). Download Win95 Biblio-Refs and enjoy the difference: search the database (Booleans and/or/not), add more references, cut-and-paste refs to your manuscripts, print out refs, and annotate (via typing or scanning) the database records.


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(P.S.: Review this and all STEPPE/Hedbring reference lists often; they are in constant flux as new literature is uncovered, recommended, or encountered. We are all in this together, so please be quick and eager to point out errors or additional literature you find compelling. Thank you.)

Alpert, C.L., & Rogers-Warren, A.K. (1986). Communications in autistic persons: Characteristics and Intervention. In S. Warren & A.K. Rogers-Warren (Eds.), Teaching functional language: Generalization and maintenance of language skills (pp. 123-151). Baltimore: University Park Press.

Aram, D.M., Ekelman, B.L., & Nation, J.E. (1984). Preschoolers with language disorders: 10 years later. Journal of Speech and Hearing Research, 27, 232-244.

Baer, D.M. (1991). Tacting "to a fault." Journal of Applied Behavior Analysis, 24, 429-431.

Baker, L., Cantwell, D.P., Rutter, M., & Bartak, L. (1976). Language and autism. In E.R. Ritvo (Ed.), Autism: Diagnosis, current research and management (pp. 121-149). New York: Spectrum Publications.

Baltaxe, C.A.M., & Simmons, J.Q. (1975). Language in childhood psychosis: A review. Journal of Speech and Hearing Disorders, 40, 439-458.

Baltaxe, C.A.M., & Simmons, J.Q. (1983). Communication deficits in the adolescent and adult autistic. Seminars in Speech and Language, 4(1), 27-42.

Barney, L.G., & Landis, C.L. (1987). Development differences in communication. In J.T. Neisworth & S.J. Bagnato (Eds.), The young exceptional child: Early development and education (pp. 262-296). New York: Macmillan.

Baron-Cohen, S. (1988). Social and pragmatic deficits in autism: Cognitive or affective? Journal of Autism and Developmental Disorders, 18, 379-402.

Bartel, N.R., Bryen, D., & Keehn, S. (1973). Language comprehension in the moderately retarded child. Exceptional Children, 39, 375-382.

Bates, E. (1976). Language in context: The acquisition of pragmatics. New York: Academic Press.

Bates, E. (1976). Pragmatics and sociolinguistics in child language. In D. Morehead & A. Morehead (Eds.), Normal and deficient child language (pp. 411- 463). Baltimore: University Park Press.

Bates, E. (Ed.). (1979). The emergence of symbols: Cognition and communication in infancy. New York: Academic Press.

Bates, E., Camaioni, L., & Volterra, V. (1975). The acquisition of performatives prior to speech. Merrill-Palmer Quarterly, 21, 205-226.

Baumgart, D., Johnson, J., & Helmstetter, E. (1990). Augmentative and alternative communication systems for persons with moderate and severe disabilities. Baltimore: Brookes.

Bedrosian, J.L. (1985). An approach to developing conversational competence. In D.N. Ripich & F.M. Spinelli (Eds.), School discourse problems (pp. 231-255).London: Taylor & Francis.

Berger, K. (1967). The most common words used in conversation. Journal of Communication Disorders, 1, 201-214.

Berliss, J., Borden, P., & Vanderheiden, G. (1989). Trace resource book: Assistive technologies for communication, control, and computer access. Madison, WI: Trace Research and Development Center.

Beukelman, D.R., & Mirenda, P. (1992). Augmentative and alternative communication: Management of severe communication disorders in children and adults. Baltimore: Paul Brookes.

Beukelman, D.R., & Yorkston, K. (1989). Augmentative and alternative commun- ication application for persons with severe acquired communication disorders: An introduction. Augmentative and Alternative Communication, 5, 42-48.

Blackstone, S. (1989). Visual scanning: What's it all about? Visual scanning: Training approaches. Augmentative Communication News, 2(1), 1-6, 8.

Blackstone, S., Cassatt-James, E., & Bruskin, D. (Eds.). (1988). Augmentative communication: Implementation strategies. Rockville, MD: American Speech- Language-Hearing Association.

Blank, M., & Franklin, E. (1980). Dialogue with preschoolers: A cognitively-based system of assessment. Applied Psycholinguistics, 1, 127-150.

Bloodstein, O. (1995). A handbook of stuttering (5th ed.). Chicago: National Easter Seal Society.

Bloom, L.M., & Lahey, M. (1978). Language development and language disorders. New York: Wiley.

Bloom, L.M., & Lahey, M. (1978). The language-disordered child viewed from a specific disabilities orientation. In L. Bloom & M. Lahey, Language develop- ment and language disorders (pp. 528-550). New York: Wiley.

Bloomberg, K. (1990). Computer pictographs for communication. Communication Outlook, 12(1), 17-18.

Blount, W.R. (1968). Language and the more severely retarded: A review. American Journal of Mental Deficiency, 73, 21-29.

Bricker, D. (1983). Early communication: Development and training. In M.E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (2nd ed., pp. 269-288). Columbus, OH: Charles E. Merrill.

Bricker, D., & Bricker, W.A. (1970). A program of language training for the severely language handicapped child. Exceptional Children, 37, 101-111.

Bricker, D., & Bricker, W.A. (1977). A developmentally integrated approach to early intervention. Education and Training of the Mentally Retarded, 12, 100-108.

Bricker, D., Dennison, L., & Bricker, W.A. (1978). Training prerequisites to verbal behavior. In M.E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (pp. 157-178). Columbus, OH: Charles E. Merrill.

Bricker, W.A., & Bricker, D. (1970). Development of receptive vocabulary in severely retarded children. American Journal of Mental Deficiency, 74, 599-607.

Bricker, W.A., & Bricker, D. (1970). A program of language training for the severely language handicapped child. Exceptional Children, 37, 101-111.

Bricker, W.A., & Bricker, D. (1974). An early language training strategy. In R.L. Schiefelbusch & J.L. Lloyd (Eds.), Language perspectives: Acquisition, retardation, and intervention (pp. 431-468). Baltimore: University Park Press.

Brown, R. (1958). How shall a thing be called? Psychological Review, 65, 14-21.

Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.

Bruner, J.S. (1975). From communication to language--A psychological perspec- tive. Cognition, 3, 255-287.

Bruner, J.S. (1981). The pragmatics of acquisition. In W. Deutsch (Ed.), The child's construction of language (pp. 39-56). New York: Academic Press.

Bruner, J.S. (1983). Child's talk. New York: Norton.

Burkhart, L.J. (1988). Using computers and speech synthesis to facilitate communicative interaction with young and/or severely handicapped children. Wauconda, IL: Don Johnston Developmental Equipment.

Calculator, S.N. (1988). Promoting the acquisition and generalization of conversational skills by individuals with severe disabilities. Augmentative and Alternative Communication, 4, 94-103.

Calculator, S.N., & Dollaghan, C. (1982). The use of communication boards in a residential setting: An evaluation. Journal of Speech and Hearing Disorders, 48, 185-191.

Calculator, S.N., & Luchko, C. (1983). Evaluating the effectiveness of a communication board training program. Journal of Speech and Hearing Disorders, 48, 185-191.

Campbell, B.M., & Schwartz, A.S. (1983). Nonspeech communication. In J.L. Matson & J.A Mulick (Eds.), Handbook of mental retardation (pp. 411-428). New York: Pergamon Press.

Carr, E.G. (1979). Teaching autistic children to use sign language: Some research issues. Journal of Autism and Developmental Disorders, 9, 345-359.

Carr, E.G. (1982). Sign language. In R.L. Koegel, A. Rincover, & A.L. Egel (Eds.), Educating and understanding autistic children (pp. 142-157). San Diego: College-Hill Press.

Carr, E.G., & Durand, V.M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.

Carr, E.G., & Durand, V.M. (1985). The social-communicative basis of severe behavior problems in children. In S. Reiss & R. Bootzin (Eds.), Theoretical issues in behavior therapy (pp. 219-254). New York: Academic Press.

Carrier, J.K. (1974). Non-speech noun usage training with severely and profoundly retarded children. Journal of Speech and Hearing Research, 17, 510-517.

Carrier, J.K., & Peak, T. (1975). Non-SLIP (Non-speech language initiation program). Lawrence, KS: H & H Enterprises.

Carrow, E. (1973). Test for auditory comprehension of language (5th. ed.). Austin: Learning Concepts.

Cary, D., & Sale, P. (1994). Notebook computers increase communication. Teaching Exceptional Children, 27(1), 62-69.

Catania, A.C. (1986). On the difference between verbal and nonverbal behavior. The Analysis of Verbal Behavior, 4, 2-9.

Cazden, C.B. (1977). The question of intent. In M. Lewis & L.A. Rosenblum (Eds.), Interaction, conversation, and the development of language (pp. 309- 313). New York: Wiley.

Chadsey-Rusch, J., Karlan, G.R., Riva, M.T., & Rusch, F.R. (1984). Competitive employment: Teaching conversational skills to adults who are mentally retarded. Mental Retardation, 22, 218-225.

Chapey, R. (Ed.). (1986). Language intervention strategies in adult aphasia (2nd ed.). Baltimore: Williams & Wilkins.

Charlop, M.H., & Trasowech, J.E. (1991). Increasing autistic children's daily spontaneous speech. Journal of Applied Behavior Analysis, 24, 747-761.

Chase, P.N. (1986). Three perspectives on verbal learning: Associative, cognitive and operant. In P.N. Chase & L.J. Parrott (Eds.), Psychological aspects of language (pp. 5-35). Springfield, IL: Charles C. Thomas.

Chomsky, N. (1968). Language and mind. New York: Harcourt, Brace and Jovanovich.

Chomsky, N. (1972). Stages in language development and reading exposure. Harvard Educational Review, 42, 1-33.

Chomsky, N. (1986). Knowledge of language: Its nature, origins, and use. New York: Praeger.

Chomsky, N. (1988). Language and the problems of knowledge. Cambridge, MA: MIT Press.

Clarke, S., Remington, R., & Light, R. (1988). The role of referential speech in sign learning by mentally retarded children: A comparison of total communication and sign-alone training. Journal of Applied Behavioral Analysis, 21, 419-426.

Coleman, S.L., & Stedman, J.M. (1974). Use of peer model in language training in an echolalic child. Journal of Behavior Therapy and Experimental Psychiatry, 5, 275-279.

Collins, A.M., & Quillian, M.R. (1972). How to make a language user. In E. Tulving & W. Donaldson (Eds.), Organization of memory (pp. 309-351). New York: Academic Press.

Cooper, R.P., & Aslin, R.N. (1989). The language environment of the young infant: Implications for early perceptual development. Canadian Journal of Psychology, 43, 247-265.

Costello, J.M., & Holland, A.L. (Eds.). (1986). Handbook of speech and language disorders. San Diego: College-Hill Press.

Creaghead, N.A., & Marguiles, C.P. (1982). Evaluating pragmatic skills of verbal and nonverbal children. Communication Disorders, 7, 73-86.

Cummins, R.A., & Prior, M.P. (1992). Autism and assisted communication: A response to Biklen. Harvard Educational Review, 62, 228-241.

Curtis, J.F. (1987). Computers in the speech clinic. In J.F. Curtis (Ed.), An introduction to microcomputers in speech, language, and hearing (pp. 83-101). San Diego: College-Hill Press.

Dalton, B.M., & Bedrosian, J.L. (1989). Communicative performance of adolescents with severe speech impairment: Influence of context. Journal of Speech and Hearing Disorders, 54, 403-421.

Damico, J.S. (1985). Clinical discourse analysis: A functional approach to language assessment. In C.S. Simon (Ed.), Communication skills and classroom success (pp. 165-203). San Diego: College-Hill Press.

Damico, J.S., Oller, J.W., & Storey, M.E. (1983). The diagnosis of language disorders in bilingual children: Pragmatic and surface-oriented criteria. Journal of Speech and Hearing Disorders, 48, 385-394.

Daniloff, J., & Shafer, A. (1981). A gestural communication program for severely-profoundly handicapped children. Language, Speech, and Hearing Services in Schools, 12, 258-268.

Davis, G.A. (1986). Pragmatics and treatment. In R. Chapey (Ed.), Language intervention strategies in adult aphasia (2nd ed., pp. 251-265). Baltimore: Williams & Wilkins.

Day, P.S. (1976). Language development: Structure and function. New York: Holt, Rinehart and Winston.

Deacon, J.R., & Konarski, E.A. (1987). Correspondence training: An example of rule-governed behavior? Journal of Applied Behavior Analysis, 20, 391-400.

Deich, R.F., & Hodges, P.M. (1982). Teaching nonvocal communication to nonverbal retarded children. Behavior Modification, 6, 200-228.

Devany, J.M., Rincover, A., & Lovaas, O.I. (1981). Teaching speech to nonverbal children. In J.M. Kauffman & D.P. Hallahan (Eds.), Handbook of special education (pp. 512-529). Englewood Cliffs, NJ: Prentice-Hall.

DeVilliers, P.A., & DeVilliers, J.G. (1978). Language acquisition. Cambridge, MA: Harvard University Press.

Doherty, J. (1985). The effects of sign characteristics on sign acquisition and retention: An integrative review of the literature. Augmentative and Alternative Communication, 1, 108-121.

Donnellan, A., Mirenda, P.L., Mesaros, R.A., & Fassbender, L.I. (1984). Analyzing the communication functions of aberrant behavior. Journal of The Association for Persons with Severe Handicaps, 9, 201-212.

Dore, J. (1974). A pragmatic description of early language development. Journal of Psycholinguistic Research, 4, 343-350.

Dore, J. (1975). Holophrases, speech acts, and language universals. Journal of Child Language, 2, 21-40.

Dore, J. (1986). The development of conversational competence. In R.L. Schiefelbusch (Ed.), Language competence: Assessment and intervention (pp. 3-60). Boston: Little, Brown.

Downing, J. (1987). Conversational skills training: Teaching adolescents with mental retardation to be verbally assertive. Mental Retardation, 25, 147-155.

Duchan, J.F. (1983). Autistic children are noninteractive: Or so we say. Seminars in Speech and Language, 4, 53-61.

Duker, P.C., & Moonen, X.M. (1985). A program to increase manual signs with severely/profoundly mentally retarded students in natural environments. Applied Research in Mental Retardation, 6, 147-148.

Duker, P.C., & Morsink, H. (1984). Acquisition and cross-setting generalization of manual signs with severely retarded individuals. Journal of Applied Behavior Analysis, 17, 93-103.

Duker, P.C., & van Lent, C. (1991). Inducing variability in communicative gestures used by severely retarded individuals. Journal of Applied Behavior Analysis, 24, 379-386.

Dunn, L.M., Horton, K.B., & Smith, J.O. (1981). Peabody Language Development Kits-Revised. Circle Pines, MN: American Guidance Service.

Dunn, M. (1982). Pre-sign language motor skills. Tucson, AZ: Communication Skills builders.

Dunst, G., & Dunst, C.J. (1988). Communicative competence: From research to practice. Topics in Early Childhood Special Education, 6, 1-22.

Durand, V.M. (1986). Self-injurious behavior as intentional communication. In K.D. Gadow (Ed.), Advances in learning and behavioral disabilities (pp. 141- 155). Greenwich, CT: JAI Press.

Durand, V.M., & Carr, E.G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24, 251-264.

Durand, V.M., & Carr, E.G. (1992). An analysis of maintenance following functional communication training. Journal of Applied Behavior Analysis, 25, 777-794.

Edmonds, M.H. (1976). New directions in theories of language acquisition. Harvard Educational Review, 46, 175-198.

Emerick, L.L., & Hayner, W.O. (1986). Diagnosis and evaluation in speech pathology (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Fay, W.H. (1969). On the basis of autistic echolalia. Journal of Communication Disorders, 2, 31-41.

Fay, W.H., & Schuler, L.I. (1980). Emerging language in autistic children. Baltimore: University Park Press.

Fey, M. (1986). Language intervention with young children. San Diego: College- Hill Press.

Fey, M., Windsor, J., & Warren, S. (Eds.). (1995). Language intervention: Preschool through elementary years. Baltimore: Brookes.

Fishler, E. (1979). Meaning in context: Is there any other kind? Harvard Educational Review, 19, 1-19.

Fletcher, K.L., & Bray, N.W. (1995). External and verbal strategies in children with and without mild mental retardation. American Journal of Mental Retardation, 99, 363-375.

Foldi, N.S., Cicone, M., & Gardner, H. (1983). Pragmatic aspects of communication in brain-damaged patients. In S.J. Segalowitz (Ed.), Language functions and brain organization (pp. 51-86). New York: Academic Press.

Fox, L., Long, S.H., & Langlois, A. (1988). Patterns of language comprehension deficit in abused and neglected children. Journal of Speech and Hearing Disorders, 53, 239-244.

Fristoe, M., & Lloyd, L.L. (1979). Nonspeech communication. In N.R. Ellis (Ed.), Handbook of mental deficiency, psychological theory, and research (2nd ed., pp. 401-430). Hillsdale, NJ: Erlbaum.

Frydenberg, H., & Wheeler, D.G. (1986). Microcomputer-assisted intervention with the speech and language impaired adult. In M.L. Grossfeld & C.A. Grossfeld (Eds.), Microcomputer applications in rehabilitation of communication disorders (pp. 97-120). Rockville, MD: Aspen.

Fuller, R.B. (1975). Synergetics. New York: Macmillan.

Gallagher, T.M., & Prutting, C.A. (Eds.). (1983). Pragmatic assessment and intervention issues in language. San Diego: College-Hill Press.

Gardner, B.T. (1981). Project Nim: Who taught whom? Contemporary Psychology, 26, 425-426.

Gardner, B.T., & Gardner, R.A. (1975). Early signs of language in child and chimpanzee. Science, 187, 752-753.

Gardner, M.F. (1990). Expressive one-word picture vocabulary test--Revised. Novato, CA: Academic Therapy Publications.

Garfin, D., & Lord, C. (1986). Communication as a social problem in autism. In E. Schopler & G. Mesibov (Eds.), Social behavior in autism (pp. 133-152). New York: Plenum.

Gathercole, V.C. (1989). Contrast: A semantic constraint? Journal of Child Language, 164, 685-702.

Geoffrion, L.D., & Goldenberg, E.P. (1981). Computer-based exploratory learning systems for communication-handicapped children. The Journal of Special Education, 15, 325-332.

Gilliam, R.B., & Johnston, J.R. (1985). Development of print awareness in language-disordered preschoolers. Journal of Speech and Hearing Research, 28, 521-526.

Girardeau, F.L., & Ellis, N.R. (1964). Rote verbal learning by normal and mentally retarded children. American Journal of Mental Deficiency, 68, 525-532.

Girolametto, L.E. (1988). Improving the social-conversational skills of developmentally delayed children: An intervention study. Journal of Speech and Hearing Disorders, 53, 153-167.

Gleason, J.B. (Ed.). (1993). The development of language (3rd ed.). Columbus, OH: Charles E. Merrill.

Goda, S. (1969). Language therapy for the non-speaking retarded child. Mental Retardation, 7(4), 22-25.

Goetz, L., Schuler, A., & Sailor, W. (1979). Teaching functional speech to the severely handicapped: Current issues. Journal of Autism and Developmental Disorders, 9, 325-343.

Goetz, L. Schuler, A., & Sailor, W. (1981). Functional competence as a factor in communication instruction. Exceptional Education Quarterly, 2, 51-61.

Goldman, R., Fristoe, M., & Woodcock, R.W. (1970). The Goldman-Fristoe-Woodcock Test of Auditory Discrimination. Circle Pines, MN: American Guidance Service.

Goldstein, H., & Wickstrom, S. (1986). Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers. Journal of Applied Behavior Analysis, 19, 209-214.

Golinkoff, R.M. (1983). The transition from prelinguistic to linguistic communication. Hillsdale, NJ: Erlbaum.

Golinkoff, R.M., & Hirsh-Pasek, K. (1990). Let the mute speak: What infants can tell us about language acquisition. Merrill-Palmer Quarterly, 36, 67-91.

Goodman, K.S. (1989). Whole language research: Foundations and development. Elementary School Journal, 90, 207-220.

Graham, L.P. (1984). The use of microcomputers for the remediation of learning problems in children with communication disorders. Journal of Childhood Communication Disorders, 8, 79-88.

Gray, B., & Ryan, B. (1973). A language therapy for the non-language child. Champaign, IL: Research Press.

Greenwald, C.A., & Leonard, L.B. (1979). Communicative and sensorimotor development of Down's syndrome children. American Journal of Mental Deficiency, 84, 296-303.

Grice, H.P. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.), Studies in syntax, semantics, and speech arts (Vol. 3, pp. 41-58). New York: Academic Press.

Grove, N., & Walker, M. (1990). The Makaton Vocabulary: Using manual signs and graphic symbols to develop interpersonal communication. Augmentative and Alternative Communication, 6, 15-28.

Guess, D. (1980). Methods in communication instruction for severely handicapped persons. In W. Sailor, B. Wilcox, & L. Brown (Eds.), Methods of instruction for severely handicapped students (pp. 195-225). Baltimore: Brookes.

Guess, D., & Baer, D.M. (1973). An analysis of individual differences in generalization between receptive and productive language in retarded children. Journal of Applied Behavior Analysis, 6, 311-329.

Guess, D., Sailor, W., & Baer, D.M. (1974). To teach language to retarded children. In R.L. Schiefelbusch & J.L. Lloyd (Eds.), Language perspectives: Acquisition, retardation, and intervention (pp. 529-563). Baltimore: University Park Press.

Guess, D., Sailor, W., & Baer, D.M. (1976). Functional speech and language training for the severely handicapped. Lawrence, KS: H & H Enterprises.

Guess, D., Sailor, W., & Baer, D.M. (1976). Functional speech and language training for the severely handicapped. Part I: Persons and things. Lawrence, KS: H & H Enterprises.

Guess, D., Sailor, W., & Baer, D.M. (1976). Functional speech and language training for the severely handicapped. Part II: Actions with persons and things. Lawrence, KS: H & H Enterprises.

Guess, D., Sailor, W., & Baer, D.M. (1976). Intervention program for children with limited language. In R.L. Schiefelbusch (Ed.), Bases of language intervention. Baltimore: University Park Press.

Guess, D., Sailor, W., & Baer, D.M. (1977). A behavioral-remedial approach to language training for the severely handicapped. In E. Sontag (Ed.), Educational programming for the severely and profoundly handicapped (pp. 360-376). Reston, VA: Council for Exceptional Children.

Guess, D., Sailor, W., & Baer, D.M. (1978). Children with limited language. In R.L. Schiefelbusch (Ed.), Language intervention strategies (pp. 101-143). Baltimore: University Park Press.

Guess, D., Sailor, W., Keogh, W., & Baer, D.M. (1976). Language development programs for severely handicapped children. In N. Haring & L. Brown (Eds.), Teaching the severely handicapped (pp. 301-324). New York: Grune & Stratton.

Guralnick, M.J. (1972). A language development program for severely handicapped children. Exceptional Children, 39, 45-49.

Guralnick, M.J., & Paul-Brown, D. (1989). Peer-related communicative competence preschool children: Developmental and adaptive characteristics. Journal of Speech and Hearing Research, 32, 930-943.

Halle, J.W. (1982). Teaching functional language to the handicapped: An integrative model of natural environment teaching techniques. Journal of The Association for Persons with Severe Handicaps, 7, 29-37.

Halle, J.W. (1987). Teaching language in the natural environment: An analysis of spontaneity. Journal of The Association for Persons with Severe Handicaps, 12, 28-37.

Hallett, P., Sype, M.S., & Gates, J.K. (1971). A language-based curriculum for the mentally retarded. Mental Retardation, 9(6), 9-12.

Halliday, M.A.K. (1975). Learning how to mean: Explorations in the development of language. Amsterdam: Elsevier-North Holland.

Ham, R. (1986). Techniques of stuttering therapy. Englewood Cliffs, NJ: Prentice-Hall.

Hanna, J.L. (1987). To dance is human: A theory of nonverbal communication. Chicago: University of Chicago Press.

Haring, T.G., Roger, B., Lee, M., Breen, C., Gaylord-Ross, R. (1986). Teaching social language to moderately handicapped students. Journal of Applied Behavior Analysis, 19, 159-171.

Harris, D. (1982). Communication interaction processes involving nonvocal physically handicapped children. Topics in Language Disorders, 2(2), 21-37.

Harris, S.L. (1975). Teaching language to nonverbal children--with emphasis on problems of generalization. Psychological Bulletin, 82, 565-580.

Harris, S.L., Handleman, J.S., Gordon, R., Kristoff, B., & Fuentes, F. (1991). Changes in cognitive and language functioning of preschool children with autism. Journal of Autism and Developmental Disorders, 21, 281-290.

Harris, S.L., Handleman, J.S., Kristoff, B., Bass, L., & Gordon, R. (1990). Changes in language development among autistic and peer children in segregated and integrated preschool settings. Journal of Autism and Developmental Disorders, 20, 23-31.

Hart, B.M. (1980). Pragmatics and language development. In B.B. Lahey & A.E. Kazdin (Eds.), Advances in clinical child psychology (Vol. 3, pp. 383-427). New York: Plenum.

Hart, B.M., & Risley, T.R. (1974). Using pre-school materials to modify the language of disadvantaged children. Journal of Applied Behavior Analysis, 7, 243-256.

Hart, B.M., & Risley, T.R. (1975). Incidental teaching of language in pre-school. Journal of Applied Behavior Analysis, 8, 411-420.

Hart, B.M., & Risley, T.R. (1978). Promoting productive language through incidental teaching. Education and Urban Society, 10, 407-429.

Hart, B.M., & Rogers-Warren, A. (1978). Milieu teaching approaches. In R. Schiefelbusch (Ed.), Language intervention strategies. Baltimore: University Park Press.

Hayes, S.C. (1991). A relational theory of stimulus equivalence. In L.J. Hayes & P.N. Chase (Eds.), Dialogues on verbal behavior (pp. 19-40). Reno, NV: Context Press.

Hedge, M.N. (1985). Treatment procedures in communicative disorders. London: Taylor and Francis.

Hedge, M.N. (1985). A treatment paradigm for communicative disorders. In M.N. Hedge, Treatment procedures in communicative disorders (pp. 1-17). London: Taylor and Francis.

Hediger, H.K.P. (1981). The Clever Hans phenomenon from an animal psychologist's point of view. Annals of the New York Academy of Sciences, 364, 1-17.

Hehner, B. (1980). Blissymbols for use. Toronto: Blissymbolics Communication International.

Heilbeck, T.H., & Markman, E.M. (1987). Word learning in children: An examination of fast mapping. Child Development, 58, 1021-1034.

Hewett, F.M. (1965). Teaching speech to autistic children through operant conditioning. American Journal of Orthopsychiatry, 35, 927-936.

Higginbotham, D., Mathy-Laikko, P., & Yoder, D. (1988). Studying conversations of augmentative communication system users. In L.E. Bernstein (Ed.), The vocally impaired: Clinical practice and research (pp. 265-294). New York: Grune & Stratton.

Hodges, P., & Schwethelm, B. (1984). A comparison of the effectiveness of graphic symbol and manual sign training with profoundly retarded children. Applied Psycholinguistics, 5, 223-253.

Hollis, J.H., & Carrier, J.K. (1975). Research implications for communication deficiencies. Exceptional Children, 41, 405-412.

Hollis, J.H., Carrier, J.K., & Spradlin, J.E. (1976). Intervention strategies for nonspeech children. In R.L. Schiefelbusch (Ed.), Bases of language intervention. Baltimore: University Park Press.

Hollis, J.H., Carrier, J.K., & Spradlin, J.E. (1976). An approach to remediation of communication and learning deficiencies. In L.L. Lloyd (Ed.), Communication assessment and intervention strategies (pp. 265-294). Baltimore: University Park Press.

Hooper, J., Connell, T., & Flett, P. (1987). Blissymbols and manual signs: A multimodal approach to intervention in a case of multiple disability. Augmentative and Alternative Communication, 3, 68-76.

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