Data from an intervention study point to a promising procedure for teaching discriminated use of a speech-generating device to children with autism spectrum disorder1

  • Amarie Carnett, Christopher A. Tullis (Commentar
  • Evidence-Based Communication Assessment and Intervention, August 2017, Taylor & Francis
  • DOI: 10.1080/17489539.2017.1363354

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http://dx.doi.org/10.1080/17489539.2017.1363354