tandf: Evidence-Based Communication Assessment and Intervention: Table of ContentsTable of Contents for Evidence-Based Communication Assessment and Intervention. List of articles from both the latest and ahead of print issues.
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tandf: Evidence-Based Communication Assessment and Intervention: Table of Contentstandfen-USEvidence-Based Communication Assessment and InterventionEvidence-Based Communication Assessment and Interventionhttps://www.tandfonline.com/cms/asset/c96ff66b-ce75-4d08-ae06-c123e1bb1b60/default_cover.jpg
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A Scoping Review on Subacute Aphasia Treatment: mapping research evidence on a holistic aphasia management framework
https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2274408?af=R
<a href="/toc/tebc20/17/2">Volume 17, Issue 2</a>, June 2023, Page 97-119<br/>. <br/>Volume 17, Issue 2, June 2023, Page 97-119<br/>. <br/>A Scoping Review on Subacute Aphasia Treatment: mapping research evidence on a holistic aphasia management frameworkdoi:10.1080/17489539.2023.2274408Evidence-Based Communication Assessment and Intervention2023-11-29T03:32:00ZJia Hao FoongFatimah Hani Hassana Rehabilitation Department, Daehan Rehabilitation Hospital, Putrajaya, Malaysiab Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, MalaysiaEvidence-Based Communication Assessment and Intervention172971192023-04-03T07:00:00Z2023-04-03T07:00:00Z10.1080/17489539.2023.2274408https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2274408?af=RThe finding that a parent-mediated intervention paradigm (COACH) for deaf/hard of hearing children presents with moderate support
https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2252869?af=R
<a href="/toc/tebc20/17/2">Volume 17, Issue 2</a>, June 2023, Page 133-138<br/>. <br/>Volume 17, Issue 2, June 2023, Page 133-138<br/>. <br/>The finding that a parent-mediated intervention paradigm (COACH) for deaf/hard of hearing children presents with moderate supportdoi:10.1080/17489539.2023.2252869Evidence-Based Communication Assessment and Intervention2023-09-06T03:48:46ZMadhu SundarrajanDepartment of Speech-Language Pathology, School of Health Sciences, University of the Pacific, Stockton, CA, USAEvidence-Based Communication Assessment and Intervention1721331382023-04-03T07:00:00Z2023-04-03T07:00:00Z10.1080/17489539.2023.2252869https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2252869?af=RThere is evidence that children with ASD can learn varied communicative functions other than object requests as a result of aided augmentative and alternative communication intervention
https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2260606?af=R
<a href="/toc/tebc20/17/2">Volume 17, Issue 2</a>, June 2023, Page 127-132<br/>. <br/>Volume 17, Issue 2, June 2023, Page 127-132<br/>. <br/>There is evidence that children with ASD can learn varied communicative functions other than object requests as a result of aided augmentative and alternative communication interventiondoi:10.1080/17489539.2023.2260606Evidence-Based Communication Assessment and Intervention2023-10-23T06:28:38ZRavi NigamDepartment of Communication Disorders, Governors State University, University Park, IL, USAEvidence-Based Communication Assessment and Intervention1721271322023-04-03T07:00:00Z2023-04-03T07:00:00Z10.1080/17489539.2023.2260606https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2260606?af=RPreliminary evidence supports the utilization of video visual scene displays to promote social interaction between autistic adolescents and their typically developing peers
https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2272909?af=R
<a href="/toc/tebc20/17/2">Volume 17, Issue 2</a>, June 2023, Page 139-146<br/>. <br/>Volume 17, Issue 2, June 2023, Page 139-146<br/>. <br/>Preliminary evidence supports the utilization of video visual scene displays to promote social interaction between autistic adolescents and their typically developing peersdoi:10.1080/17489539.2023.2272909Evidence-Based Communication Assessment and Intervention2023-11-13T11:06:46ZTiffany C. EdgarMimi LaValleya Waisman Center, University of Wisconsin-Madison, Madison, WI, USAb Department of Speech, Language, and Hearing Sciences, University of Texas at Austin, Austin, TX, USAEvidence-Based Communication Assessment and Intervention1721391462023-04-03T07:00:00Z2023-04-03T07:00:00Z10.1080/17489539.2023.2272909https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2272909?af=REvidence supporting behavioral dysphagia interventions for base of tongue to posterior pharyngeal wall approximation remain in the proof-of-concept stage
https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2296104?af=R
<a href="/toc/tebc20/17/2">Volume 17, Issue 2</a>, June 2023, Page 120-126<br/>. <br/>Volume 17, Issue 2, June 2023, Page 120-126<br/>. <br/>Evidence supporting behavioral dysphagia interventions for base of tongue to posterior pharyngeal wall approximation remain in the proof-of-concept stagedoi:10.1080/17489539.2023.2296104Evidence-Based Communication Assessment and Intervention2024-01-10T05:41:56ZCorinne A. JonesJilliane F. Lagusa Department of Speech, Language, and Hearing Sciences & Neurology, The University of Texas, Austin, TX, USAb Department of Speech, Language, and Hearing Sciences, The University of Texas, Austin, TX, USAEvidence-Based Communication Assessment and Intervention1721201262023-04-03T07:00:00Z2023-04-03T07:00:00Z10.1080/17489539.2023.2296104https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2296104?af=RBrief Report: A parent-mediated intervention to teach a generalized repertoire of auditory tacts to a child with autism
https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2287436?af=R
. <br/>. <br/>Brief Report: A parent-mediated intervention to teach a generalized repertoire of auditory tacts to a child with autismdoi:10.1080/17489539.2023.2287436Evidence-Based Communication Assessment and Intervention2024-02-08T01:06:55ZHazim Aal IsmailJoshua BakerCori MoreWendy RodgersJoseph Morgana Department of Early Childhood, Multilingual, and Special Education, University of Nevada Las Vegas, Las Vegas, USAb Department of Special Education, American University in the Emirates, Dubai, UAEc Department of Special Education, Eastern Illinois University, Charleston, IL, USAd Department of Counseling and Special Education, Virginia Commonwealth University, Richmond, VA, USAEvidence-Based Communication Assessment and Intervention1810.1080/17489539.2023.2287436https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2287436?af=RNavigating recovery: exploring the potential of telerehabilitation via mobile tablets for poststroke communication deficits1
https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2293836?af=R
. <br/>. <br/>Navigating recovery: exploring the potential of telerehabilitation via mobile tablets for poststroke communication deficits1doi:10.1080/17489539.2023.2293836Evidence-Based Communication Assessment and Intervention2024-01-15T12:46:12ZBijoyaa MohapatraBiraj BhattaraiDepartment of Communication Sciences and Disorders, Louisiana State University, Baton Rouge, LA, USAEvidence-Based Communication Assessment and Intervention1610.1080/17489539.2023.2293836https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2293836?af=RCan message-passing anecdotes tell us anything about the validity of RPM and S2C?
https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2290298?af=R
. <br/>. <br/>Can message-passing anecdotes tell us anything about the validity of RPM and S2C?doi:10.1080/17489539.2023.2290298Evidence-Based Communication Assessment and Intervention2024-02-02T04:18:22ZKatharine P. BealsAutism Program, Drexel University School of Education, Philadelphia, PA, USAEvidence-Based Communication Assessment and Intervention11410.1080/17489539.2023.2290298https://www.tandfonline.com/doi/full/10.1080/17489539.2023.2290298?af=R