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Selected Peer-reviewed articles and book chapters (from n = 170):

AAC and Speech Production

Roche, L., Sigafoos, J., Lancioni, G. E., O'Reilly, M. F., Schlosser, R. W., Stevens, M., van der Meer, L., Achmadi, D., Kagohara, D., James. R., Carnett, A., Hodis, F., Green, V. A., Sutherland, D., Lang, R., Rispoli, M., Machalicek, W., & Marschik, P. B. (2014). An evaluation of speech production in two boys with neurodevelopmental disorders who received communication intervention with a speech-generating device. International Journal of Developmental Neuroscience, 38, 10-16.

Sigafoos, J., Wermink, H., Didden, R., Green, V. A., Schlosser, R. W., O'Reilly, M. F., & Lancioni, G. E. (2011). Effects of varying lengths of synthetic speech output on augmented requesting and natural speech production in an adolescent with Klinefelter syndrome. Augmentative and Alternative Communication, 27, 163-171.

Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17, 212-230.

Schlosser, R. W., Sigafoos, J., Luiselli, J., Angermeier, K., Schooley, K., Harasymowyz, U., & Belfiore, J. (2007). Effects of synthetic speech output on requesting and natural speech production in children with autism. Research in Autism Spectrum Disorders, 1, 139-163.

Millar, D., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49, 248-264.

AAC and Speech Production

Artificial Intelligence and AAC

Yu, C., Schlosser, R. W., Fontana de Vargas, M., White, L.-A., Koul, R., & Shane, H. C. (2024). QuickPic AAC: An AI-based application to enable just-in-time generation of topic-specific displays for persons who are minimally speaking. International Journal of Environmental Research and Public Health, 21, 1150.

Open Access symbol in white on an orange circle background.

Artificial Intelligence and AAC

Augmented Input

Allen, A. A., Shane, H. C., Schlosser, R. W., & Haynes, C. (2021). The effect of cue type on directive-following in children with moderate to severe autism spectrum disorder. Augmentative and Alternative Communication, 37(3), 168-179.

Allen, A., Schlosser, R. W., Shane, H. C., & Brock, K. (2017). The effectiveness of aided augmented input techniques for persons with developmental disabilities: A systematic review. Augmentative and Alternative Communication, 33(3), 149-159.

Schlosser, R. W., Laubscher, E., Sorce, J., Koul, R., Flynn, S., Hotz, L., Abramson, J., Fadie, H., & Shane, H. (2013). Implementing directives that involve prepositions with children with autism: A comparison of spoken cues with two types of augmented input. Augmentative and Alternative Communication, 29(2), 132–145.

Schlosser, R. W., Belfiore, P. J., Nigam, R., Blischak, D., & Hetzroni, O. (1995). The effects of speech output technology in the learning of graphic symbols. Journal of Applied Behavior Analysis, 28, 537-549.

Augmented Input

Augmented Reality

Ahsen, T., Yu, C., O’Brien, A., Schlosser, R. W., Shane, H. C., Oesch-Emmel, D., Crehan, E. T., & Dogar, F. (2022). Designing a customizable picture-based augmented reality application for therapists and educational professionals working in autistic contexts. In Proceedings of the 24th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS ’22). Association for Computing Machinery, New York, NY, USA, Article 21, 1-16.

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Augmented Reality

Juhlin, D., Morris, C., Schmaltz, P., Shane, H., Schlosser, R., O’Brien, A., Yu, C., Mancini, D., Allen, A., & Abramson, J. (2019). The PTC and Boston Children’s Hospital collaborative AR experience for children with an autism spectrum disorder. In M. Antona & C. Stephanidis (Eds.), Universal access in human-computer interaction. Multimodality and assistive environments. HCII 2019. Lecture Notes in Computer Science, 11573, 116-122. Springer Nature Switzerland.

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Augmented Reality

Coaching/Teaching Communication Partners

Schlosser, R. W., Shane, H. C., Allen, A., Benz, A., Cullen, J., Chiesa, L., Miori-Dinneen, L., Koul, R., & Pasupathy, R. (2020). Coaching a school team to implement the Visual Immersion System™ in a classroom for children with autism spectrum disorder: A mixed methods proof-of-concept study. Advances in Neurodevelopmental Disorders, 4(4), 447-470.

Schlosser, R. W., Walker, E. & Sigafoos, J. (2006). Increasing opportunities for requesting children with developmental disabilities residing in group homes through pyramidal training. Education and Training in Developmental Disabilities, 41, 244-252.

Schlosser, R. W., McGhie-Richmond, D., Blackstien-Adler, S., Mirenda, P., Antonius, K., & Janzen, P. (2000). Training a school team to integrate technology meaningfully into the curriculum: Effects on student participation. Journal of Special Education Technology, 15, 31-44.

Coaching/Teaching Communication Partners

Evidence-Based Practice

Sigafoos, J., & Schlosser R. W. (2018). Evidence-Based Communication Assessment and Intervention. In A. Hynds (Ed.), Oxford Bibliographies in "Education". New York: Oxford University Press, September 25, 2018.

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Schlosser, R. W., Raghavendra, P., & Sigafoos, J. (2013). Appraising systematic reviews: From navigating synopses of reviews to conducting one’s own appraisal. In B. Cook, M. Tankersley, & T. J. Landrum (Eds.), Advances in Learning and Behavioral Disabilities (Volume 26, pp. 45-64). Bingley, UK: Emerald Publishing Group.

Schlosser, R. W. (2009). The role of single-subject experimental designs in EBP times. Focus: Technical Brief, 22, 1-8.

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Schlosser, R. W., & Sigafoos, J. (2009). Navigating evidence-based information sources in augmentative and alternative communication. Augmentative and Alternative Communication, 25(4), 225-235.

Schlosser, R. W., & Sigafoos, J. (2009). Editorial: ‘Empty’ reviews and evidence-based practice. Evidence-based Communication Assessment and Intervention, 3(1), 1-3.

Schlosser, R. W., Koul, R., & Costello, J. (2007). Asking well-built questions for evidence-based practice in augmentative and alternative communication. Journal of Communication Disorders, 40, 225-238.

Schlosser, R. W., Wendt, O., & Sigafoos, J. (2007). Not all systematic reviews are created equal: considerations for appraisal. Evidence-Based Communication Assessment and Intervention, 1, 138-150.

Schlosser, R. W. (2007). Appraising the quality of systematic reviews. Focus: Technical Brief, 17,1-8.

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Schlosser, R. W., Wendt, O., Bhavnani, S., & Nail-Chiwetalu, B. J. (2006). The use of information-seeking strategies in evidence-based practice: The case of pearl growing. International Journal of Language and Communication Disorders, 41, 567-582.

Schlosser, R. W., & O’Neil-Pirozzi, T. (2006). Problem formulation in evidence-based practice and systematic reviews. Contemporary Issues in Communication Sciences and Disorders, 33, 5-10.

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Schlosser, R. W., & Raghavendra, P. (2004). Evidence-based practice in augmentative and alternative communication. Augmentative and Alternative Communication, 20, 1-21.

Evidence-Based Practice

Facilitated Communication, Rapid Prompting Method, and Spelling2Communicate

Schlosser, R. W., & Prabhu, A. (2024). Interrogating neurotypical bias in Facilitated Communication and its variants through a humanistic lens. Current Developmental Disorders Reports, 11, 41-51.

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Schlosser, R. W., & Prabhu, A. (2024). Interrogating neurotypical bias in Facilitated Communication and its variants through a humanistic lens. Current Developmental Disorders Reports, 11, 41-51.

McMahon, L., Shane, H. C., & Schlosser, R. W. (2024). Using occupational therapy principles and practice to support independent message generation by individuals using AAC instead of Facilitated Communication. Augmentative and Alternative Communication, 40(1), 12-18.

Schlosser, R. W., Hemsley, B., Shane, H. C., Todd, J., Lang, R., Trembath, D., Mostert, M., Fong, S., & Odom, S. (2019). Rapid Prompting Method and autism spectrum disorder: Systematic review exposes lack of evidence. Review Journal of Autism and Developmental Disorders, 6(4), 403-412.

American Speech, Language and Hearing Association Position Statement on Rapid Prompting Method (2018):

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Hemsley, B., Bryan, L., Schlosser, R., Shane, H., Lang, R., Paul, D., Banajee, M., & Ireland, M. (2018). A systematic review of Facilitated Communication (FC) 2014-2018 finds no new evidence that messages delivered using FC are authored by a person with a disability. Autism and Developmental Language Impairments, 3, 1-8.

International Society for Augmentative and Alternative Communication (2014). ISAAC Position Statement on Facilitated Communication. Augmentative and Alternative Communication, 30, 357 – 358:

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Schlosser, R. W., & Wendt, O. (2008). Facilitated communication is contraindicated as a treatment choice; a meta-analysis is still to be done. Evidence-based Communication Assessment and Intervention, 2, 81-83.

Facilitated Communication, Rapid Prompting Method, and Spelling2Communicate

Generalization

Schlosser, R. W., & Lee, D. (2000). Promoting generalization and maintenance in augmentative and alternative communication: A meta-analysis of 20 years of effectiveness research. Augmentative and Alternative Communication, 16, 208-227.

Schlosser, R. W., & Braun, U. (1994). Efficacy of AAC interventions: Methodologic issues in evaluating behavior change, generalization, and effects. Augmentative and Alternative Communication, 10, 207-223.

Generalization

Just-in-Time AAC Supports

Yu, C., Schlosser, R. W., Fontana de Vargas, M., White, L.-A., Koul, R., & Shane, H. C. (2024). QuickPic AAC: An AI-based application to enable just-in-time generation of topic-specific displays for persons who are minimally speaking. International Journal of Environmental Research and Public Health, 21, 1150.

Schlosser, R. W., O’Brien, A., Yu, C., Abramson, J., Allen, A., Flynn, S., & Shane, H. C. (2017). Repurposing everyday technologies to provide just-in-time visual supports to children with intellectual disability and autism: A pilot feasibility study with the Apple Watch®. International Journal of Developmental Disabilities, 63(4), 221-227.

O’Brien, A., O’Brien, M., Schlosser, R. W., Yu, C., Allen, A. A., Flynn, S., Costello, J., Shane, H. C. (2017). Repurposing consumer products as a gateway to just-in-time communication. Seminars in Speech and Language, 38, 297-312.

O’Brien, A., Schlosser, R. W., Shane, H. C., Abramson, J., Allen, A., Yu, C., & Dimery, K. (2016). Just-in-time visual supports for children with Autism via the Apple Watch: A pilot feasibility study. Journal of Autism and Developmental Disorders, 46, 3818-3823.

Just-in-Time AAC Supports

Research Methods, Outcomes, Intervention Research

Schlosser, R. W., Belfiore, P., & Sigafoos, J., Briesch, A., & Wendt, O. (2018). Appraisal of comparative single-case experimental designs for instructional interventions with non-reversible target behaviors: Introducing the CSCEDARS (“Cedars”). Research in Developmental Disabilities, 79, 33-52.

Schlosser, R. W., Lee, D. L., & Wendt, O. (2008). Application of the Percentage of Non-overlapping Data in systematic reviews and meta-analyses: A systematic review of reporting characteristics. Evidence-Based Communication Assessment and Intervention, 2, 163-187.

Schlosser, R. W., Wendt, O., & Sigafoos, J. (2007). Not all systematic reviews are created equal: considerations for appraisal. Evidence-Based Communication Assessment and Intervention, 1, 138-150.

Schlosser, R. W. (2004). Goal attainment scaling as a clinical measurement technique in communication disorders: A critical review. Journal of Communication Disorders, 37, 217-239.

Schlosser, R. W. (2002). On the importance of being earnest about treatment integrity. Augmentative and Alternative Communication, 18, 36-44.

Schlosser, R. W. (2001). Common pitfalls and solutions in designing and interpreting single-subject experiments. In S. von Tetzchner & J. Clibbens (Eds.), Understanding the theoretical and methodological bases of augmentative and alternative communication (pp. 112-118). Toronto: International Society for Augmentative and Alternative Communication

Julius, H., Schlosser, R. W., & Goetze, H. (2000). Kontrollierte Einzelfallstudien: Eine Alternative für die sonderpädagogische und klinische Forschung. Göttingen, Bern, Toronto, Seattle: Hogrefe.

Schlosser, R. W. (1999a). Social validation of interventions in augmentative and alternative communication. Augmentative and Alternative Communication, 15, 234-247.

Schlosser, R. W. (1999b). Comparative efficacy of interventions in augmentative and alternative communication. Augmentative and Alternative Communication, 15, 56-68.

Research Methods, Outcomes, Intervention Research

Speech Generating Devices and Speech Output Technologies

Chavers, T., Schlosser, R. W., Chang, C., & Koul, R. (2022). Effects of interventions involving speech output technologies on communication outcomes for individuals with developmental disabilities: A scoping review. American Journal of Speech-Language Pathology, 31(5), 2248-2267.

Schlosser, R. W., & Koul, R. (2015). Speech output technologies in interventions for individuals with autism spectrum disorders: A scoping review. Augmentative and Alternative Communication, 31(4), 285-309.

Schlosser, R. W., & Blischak, D. M. (2004). Effects of speech and print feedback on spelling in children with autism. Journal of Speech, Language and Hearing Research, 47, 848-862.

Schlosser, R. W. (2003). Roles of speech output in augmentative and alternative communication: Narrative review. Augmentative and Alternative Communication, 19, 5-28.

Schlosser, R. W., & Blischak, D. M. (2001). Is there a role for speech output in interventions for persons with autism? A review. Focus on Autism and Other Developmental Disabilities, 16, 170-178.

Speech Generating Devices and Speech Output Technologies

Teaching Requesting, Commenting, and Other Communicative Functions

Chavers Edgar, T., Schlosser, R. W., & Koul, R. (2024). Socio-communicative behaviors involving minimally-speaking autistic preschoolers and their typically-developing peers: Effects of an augmentative and alternative communication intervention package. Journal of Speech, Language and Hearing Research, 67(11), 4466-4486.

Chavers, T., Schlosser, R. W., & Koul, R. (2024). Effects of an augmentative and alternative communication intervention package on socio-communicative behaviors between minimally speaking school-age autistic children and their typically-developing peers. American Journal of Speech-Language Pathology, 33(4), 1619-1638.

Chavers, T. N., Morris, M., Schlosser, R. W., & Koul, R. (2021). Effects of a systematic AAC intervention using a speech generating device on multi-step requesting and generic small talk for children with severe autism spectrum disorder. American Journal of Speech-Language Pathology, 30(6), 2476-2491.

Angermeier, K., Schlosser, R. W., Luiselli, J. K., Harrington, C., & Carter, B. (2008). The effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorders. Research in Autism Spectrum Disorders, 2, 430-446.

Schlosser, R. W., Sigafoos, J., Luiselli, J., Angermeier, K., Schooley, K., Harasymowyz, U., & Belfiore, J. (2007). Effects of synthetic speech output on requesting and natural speech production in children with autism. Research in Autism Spectrum Disorders, 1, 139-163.

Soto, G., Belfiore, P., Schlosser, R. W., & Haynes, C. (1993). Teaching specific requests: A comparative analysis of skill acquisition and preference using two augmentative and alternative communication aids. Education and Training in Mental Retardation, 28, 169-178.

Teaching Requesting, Commenting, and Other Communicative Functions

Teaching Spelling

Angermeier, K., Schooley, K., Harasymowyz, U., & Schlosser, R. W. (2010). The role of fingerspelled self-cues during spelling with a speech generating device by a child with autism: A brief report. Journal of Developmental and Physical Disabilities, 22, 197-200.

Schlosser, R. W., & Blischak, D. M. (2004). Effects of speech and print feedback on spelling in children with autism. Journal of Speech, Language and Hearing Research, 47, 848-862.

Schlosser, R. W., Blischak, D., M., Belfiore, P. J., Bartley, C., & Barnett, N. (1998). The effects of synthetic speech output and orthographic feedback on spelling in a student with autism: A preliminary study. Journal of Autism and Developmental Disorders, 28, 319-329.

Teaching Spelling

Visual Immersion for Autistic Children

Shane, H. C., Laubscher, E., Schlosser, R. W., Flynn, S., Sorce, J. F., & Abramson, J. (2012). Applying technology to visually support language and communication in individuals with ASD. Journal of Autism and Developmental Disorders, 42, 1228-1235.

Schlosser, R. W., Shane, H. C., Allen, A., Benz, A., Cullen, J., Chiesa, L., Miori-Dinneen, L., Koul, R., & Pasupathy, R. (2020). Coaching a school team to implement the Visual Immersion System™ in a classroom for children with autism spectrum disorder: A mixed methods proof-of-concept study. Advances in Neurodevelopmental Disorders, 4(4), 447-470.

Schlosser, R. W., Shane, H. C., Allen, A. A., Yu, C.. O’Brien, A. O., Cullen, J., Benz, A., O’Neil, L., Chiesa, L., & Miori-Dineen, L. (2021). Implementing the Visual Immersion SystemTM in a classroom for children with autism spectrum disorder: Challenges and solutions. In B. Ogletree (Ed.), Augmentative and alternative communication: Challenges and solutions (pp. 283 - 312). San Diego, CA: Plural Publishing Inc.

Visual Immersion for Autistic Children

ralf.schlosser@gmail.com

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