Bates, E. (1979). On the evolution and development of symbols. In E. Bates, T. Benigni, I. Bretherton, L. Camaioni, & V. Voltera (Eds.), The emergence of symbols: Cognition and communication in infancy (pp. 33–140. New York: Academic Press.
2.
Bruner, J. (1981). The social context of language acquisition. Language and Communication1, 155–178.
3.
Fein, D., Pennington, D., Markowitz, P., Braverman, M., & Waterhouse, L. (1986). Toward a neuropsychological model of infantile autism: Are the social deficits primary?Journal of the American Academy of Child Psychiatry25, 112–198.
4.
Gustason, G., Pfetzing, D., & Zawolkow, E. (1972). Signing exact English: Revised and enlarged. Silver Spring, MD: Modern Signs Press.
5.
Halle, J.W. (1984). Arranging the natural environment to occasion language: Giving severely language-delayed children reasons to communicate. In J.E. McLean & L.K. Snyder-McLean (Eds.), Seminars in speech and language: Strategies of facilitating language development in clinics, schools and homes (pp. 185–197. New York: Thieme-Stratton.
6.
Harding, C. (1984). Acting with intention: A framework for examining the intention to communicate. In L. Feagans, C. Garvey, & R. Golinkoff (Eds.), The origin and growth of communication. Norwood, NJ: Ablex.
7.
Harding, C., & Golinkoff, R. (1979). The origins of intentional vocalizations in prelinguistic infants. Child Development50, 33–40.
8.
Hart, B. (1985). Environmental techniques that may facilitate generalizations and acquisition. In A.K. Rogers-Warren & S.F. Warren (Eds.), Teaching functional language (pp. 63–85. Austin, TX: PRO-ED.
9.
McLean, J.E., McLean, L.K.S., Brady, N.C., & Etter, R. (1991). Communication profiles of two types of gesture using nonverbal persons with severe to profound mental retardation. Journal of Speech and Hearing Research34, 294–308.
10.
McLean, J.E., & Snyder-McLean, L.K. (1978). A transactional approach to early language training. Columbus, OH: Merrill.
11.
Ogletree, B. T., Wetherby, A.M., & Westling, D. (1991). A profile of the intentional prelinguistic communicative abilities of children with profound mental handicaps. Unpublished manuscript.
12.
Prizant, B.M. (1988). Communication problems in the autistic client. In J. Lass, L.V. McReynolds, J.L. Northern, & D.E. Yoder (Eds.), Handbook of speech-language pathology and audiology. Philadelphia: B.C. Decker.
13.
Prizant, B.M., & Wetherby, A.M. (1989). Enhancing language and communication in autism: From theory to practice. In G. Dawson (Ed.), Autism: Nature, diagnosis, and treatment (pp. 282–309. New York: Guilford Press.
14.
Snyder-McLean, L.K., Cripe, J., & McNay, V.J. (1988). Using joint action routines in an early intervention program. Parsons: Bureau of Child Research, University of Kansas Parsons Research Center.
15.
Snyder-McLean, L.K., Solomonson, B., McLean, J., & Sack, S. (1984). Structuring joint action routines: A strategy for facilitating communication and language development in the classroom. In J.E. McLean & L.K. Snyder-McLean (Eds.), Seminars in speech and language: Strategies of facilitating language development in clinics, schools and homes (pp. 213–228. New York: Thieme-Stratton.
16.
Wetherby, A.M. (1986). Ontogeny of communicative functions in autism. Journal of Autism and Developmental Disorders, 16, (3), 295–315.
17.
Wetherby, A.M., Cain, D.H., Yonclas, D.G., & Walker, V.G. (1988). Analysis of the intentional communication of normal children from the prelinguistic to the multiword stage. Journal of Speech and Hearing Research, 31, (2), 240–252.
18.
Wetherby, A.M., Yonclas, D., & Bryan, A. (1989). Communicative profiles of preschool children with handicaps: Implications for early intervention. Journal of Speech and Hearing Disorders, 54, (2), 148–158.