From Passivity to Participation

Brown C. C. & Cavalier A. R. (1992). Voice recognition technology and persons with severe mental retardation and severe physical impairment: Learning, response differentiation, and affect. Journal of Special Education Technology, 11(4), 196–206. (This article is the primary source material for information on the research study with Sue Johnson. It includes detailed descriptions of the training protocol, research design, and graphs of the results.).

Brown C. C. Cavalier A. R. Sauer M. & Wyatt C. (1992). The sound-to-speech translation system utilizing photographic-quality graphic symbols. The APL Technical Digest, 13(4), 482–489. (This article describes the synthesized speech output and graphic symbol enhancements to the system used with Sue Johnson, along with applications of this system with young children.).

Cavalier A. R. , & Ferretti R. P. (1996). Talking instead of typing: Alternate access to computers via speech recognition technology. Focus on Autism and Other Developmental Disabilities, 11(2), 79–85, (This article provides professionals with a comprehensive primer on speech recognition and includes a review of published reports on its use with people across many disabilities.).

Noyes J. M. , & Frankish C. R. (1992). Speech recognition technology for individuals with disabilities. Augmentative and Alternative Communication, 8, 297–303. (This article summarizes technical and clinical issues in the use of speech recognition technology in augmentative communication applications.).

Bricker D. , & Filler J. (1985). The severely mentally retarded individual: Philosophical and implementation dilemmas. In Bricker D. & Filler J. (Eds.). Severe mental retardation: From theory to practice (pp. 2–11)). Lancaster. PA: Lancaster Press. Inc. (ERIC Document Reproduction Service No. ED 252 005).

Brown C. C. Cavalier A. R. Mineo B. A. , & Buckley R. (1988). The use of sound-to-speech translation and expansion with children and adults who are mentally retarded. In Fernie G. (Ed.). Proceedings of the international conference on the advancement of rehabilitation and assistive technology. Washington, DC: RESNA.

Dyer K. Dunlap G. , & Winterling V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23(4), 515–524.

Fredericks B. (1985). Parents/families of persons with severe mental retardation. In Bricker D. & Filler J. (Eds.). Severe mental retardation: From theory to practice (pp. 142–160). Lancaster, PA: Lancaster Press, Inc. (ERIC Document Reproduction Service No. ED 252 005).

Houghton J. Bronicki G. J. , & Guess D. (1987). Opportunities to express preferences and make choices among students with severe disabilities in a classroom setting. Journal of The Association for People with Severe Handicaps, 12(1), 18–27.

Realon R. E. Favell J. E. , & Lowerre A. (1990). The effects of making choices on engagement levels with persons who are profoundly multiply handicapped. Education and Training in Mental Retardation, 25(3), 299–305.

Weisz J. (1982). Learned helplessness and the retarded child. In Zigler E. & Balla D. (Eds.). Mental retardation: The developmental-difference controversy (pp. 24–40). Hillsdale, NJ: Lawrence Erlbaum.