Dr. David B. McNaughton

Representative Publications

Google Scholar information for Dr David McNaughton

Babb, S., McNaughton, D., Light, J., Caron, J., Wydner, K., & Jung, S. (2020). Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs. Augmentative and Alternative Communication, 1-12.

Bhana, N., McNaughton, D., Raulston, T., & Ousley, C. (2020). Supporting Communication and Participation in Shared Storybook Reading Using Visual Scene Displays. TEACHING Exceptional Children.

Caron, J., Light, J., & McNaughton, D. (2020). Effects of an AAC App with Transition to Literacy Features on Single-Word Reading of Individuals with Complex Communication Needs. Research and Practice for Persons with Severe Disabilities, 45(2), 115-131.

Holyfield, C., Light, J., Mcnaughton, D., Caron, J., Drager, K., & Pope, L. (2020). Effect of AAC technology with dynamic text on the single-word recognition of adults with intellectual and developmental disabilities. International Journal of Speech-Language Pathology, 22(2), 129-140.

Mandak, K., Light, J., & McNaughton, D. (2020). The Effects of an Online Training on Preservice Speech-Language Pathologists' Use of Family-Centered Skills. American Journal of Speech-Language Pathology, 29(3), 1489-1504.

McCoy, A., & McNaughton, D. (2020). Effects of Online Training on Educators’ Knowledge and Use of System of Least Prompts to Support Augmentative and Alternative Communication. Journal of Behavioral Education, 1-31.

Markelz, A. M., Taylor, J. C., Kitchen, T., Riccomini, P. J., Catherine Scheeler, M., & McNaughton, D. B. (in press). Effects of tactile prompting and self-monitoring on teachers’ use of behavior-specific praise. Exceptional Children

Boyle, S. A., McNaughton, D., & Chapin, S. E. (2019). Effects of shared reading on the early language and literacy skills of children with autism spectrum disorders: A systematic review. Focus on Autism and Other Developmental Disabilities, 1088357619838276.

Holyfield, C., Caron, J., Light, J., & McNaughton, D. (2019). Effect of video embedded with hotspots with dynamic text on single-word recognition by children with multiple disabilities. Journal of Developmental and Physical Disabilities, 1-14.

Light, J., McNaughton, D., & Caron, J. (2019). New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions. Augmentative and Alternative Communication, 35, 26-41.

Light, J., McNaughton, D., Beukelman, D., Fager, S. K., Fried-Oken, M., Jakobs, T., & Jakobs, E. (2019). Challenges and opportunities in augmentative and alternative communication: Research and technology development to enhance communication and participation for individuals with complex communication needs. Augmentative and Alternative Communication, 35, 1-12.

Mandak, K., Light, J., & McNaughton, D. (2019). Digital books with dynamic text and speech output: Effects on sight word reading for preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49, 1193-1204.

McNaughton, D., Light, J., Beukelman, D. R., Klein, C., Nieder, D., & Nazareth, G. (2019). Building capacity in AAC: A person-centred approach to supporting participation by people with complex communication needs. Augmentative and Alternative Communication, 35, 56-68.

Chapin, S., McNaughton, D., Boyle, S., & Babb, S. (2018). Effects of peer support interventions on the communication of preschoolers with autism spectrum disorder: A systematic review. Seminars in Speech and Language, 39, 443-457.

Mires, C.B., Lee, D., & McNaughton, D. (2018). "Every child that is a foster child is marked from the beginning": The home-school communication experiences of foster parents of children with disabilities. Child Abuse and Neglect, 75, 61-72.

Boyle, S., McCoy, A., McNaughton, D., & Light, J. (2017).Using digital texts in interactive reading activities for children with language delays and disorders: A review of the research literature and pilot study. Seminars in Speech and Language, 38, 263-275.

O'Neill, T., Light, J., &  McNaughton, D. (2017). Videos with integrated AAC Visual Scene Displays to enhance participation in community and vocational activities: Pilot case study with an adolescent with Autism Spectrum Disorder. Perspectives on Augmentative and Alternative Communication, 2(12), 55-69. 

Benedek-Wood, E., McNaughton, D., & Light, J. (2016). Instruction in letter-sound correspondences for children with autism and limited speech. Topics in Early Childhood Special Education, 36, 43-54.

Muttiah, N. A., McNaughton, D., & Drager, K. D. R. (2016). Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries. International Journal of Speech-language Pathology, 18, 341-353.

Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41, 101-115.

Vostal, B. R., McNaughton, D., Benedek-Wood, E., & Hoffman, K. (2015). Preparing Teachers for Collaborative Communication: Evaluation of Instruction in an Active Listening Strategy. National Teacher Education Journal, 8(2), 5-14.

McNaughton, D., & Light, J. (2015). What we write about when we write about AAC: The past 30 years of research and future directions. Augmentative and Alternative Communication, 31, 261-270.

Benedek-Wood, E., McNaughton, D., & Light, J. (2015). Instruction in letter-sound correspondences for children with autism and limited speech. Topics in Early Childhood Special Education, early on-line.

Light, J. & McNaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31, 85-96.

Thistle, J. J., & McNaughton, D. (2015). Teaching active listening skills to pre-service speech-language pathologists: A first step in supporting collaboration with parents of young children who require AAC. Language, Speech, and Hearing Services in Schools, 46(1), 44-55.

Worah, S., McNaughton, D., Light, J., & Benedek-Wood, E. (2015). A comparison of two approaches for representing AAC vocabulary for young children. International Journal of Speech-language Pathology, 17, 460-469.

Douglas, S. N., McNaughton, D., & Light, J. (2014). Online training for paraeducators to support the communication of young children. Journal of Early Intervention, 35, 223-242.

Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30, 1-18.

Light, J., & McNaughton, D. (2014). From basic to applied research to improve outcomes for individuals who require augmentative and alternative communication: Potential contributions of eye tracking research methods. Augmentative and Alternative Communication, 30, 99-105.

Light, J. & McNaughton, D. (2013). Literacy interventions for individuals with complex communication needs. In D. Beukelman & P. Mirenda (Eds.), Augmentative and Alternative Communication. p.309-351. Baltimore, MD: Brookes Publishing.

Light, J., & McNaughton, D. (2013). Putting people first: Re-thinking the role of technology in augmentative and alternative communication intervention. Augmentative and Alternative Communication, 29, 299-309.

McNaughton, D., & Chapple, D. (2013). AAC and communication in the workplace. Perspectives on Augmentative and Alternative Communication, 22, 30-36.

McNaughton, D., & Light, J. (2013). The iPad and mobile technology revolution: Benefits and challenges for individuals who require augmentative and alternative communication. Augmentative and Alternative Communication, 29, 107-116.

McNaughton, D., Rackensperger, T., Dorn, D., & Wilson, N. (2013). Home is at work and work is at home: Telework and individuals who use augmentative and alternative communication. Work: A Journal of Prevention, Assessment and Rehabilitation, 48, 117-126.

McNaughton, D., & Richardson, L. (2013). Supporting positive employment outcomes for individuals with autism who use AAC. SIG 12 Perspectives on Augmentative and Alternative Communication, 22(3), 164-172.

Douglas, S. N., Light, J. C., & McNaughton, D. B. (2012). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education.

Light, J. & McNaughton, D. (2012). Supporting the communication, language, and literacy development of children with complex communication needs: State of the science and future research. Assistive Technology, 24, 34-44.

Light, J., & McNaughton, D. (2012). The changing face of augmentative and alternative communication: Past, present, and future challenges. Augmentative and Alternative Communication, 28, 197-204.

McNaughton, D., Bryen, D., Blackstone, S., Williams, M. & Kennedy, P. (2012). Young adults with complex communication needs: Research and development in AAC for a "Diverse" population. Assistive Technology, 24, 45 -53

Drager, K., Light, J., & McNaughton, D. (2010). Effects of AAC interventions on communication and language for young children with complex communication needs. Journal of Pediatric Rehabilitation Medicine, 3, 303–310.

Hughes, C., Schumaker,, J. B., McNaughton, D. B., Deshler, D. D., & Nolan, S. M. (2010). The EDIT strategy. Lawrence, KS: The University of Kansas.

McNaughton, D., & Arnold, A. (2010). Supporting positive employment outcomes for individuals who use AAC.Perspectives on Augmentative and Alternative Communication, 19, 51-59.

McNaughton, D., & Arnold, A., Sennot, S. & Serpentine-Clark, E. (2010). Employment and Individuals Who Use AAC. In D. McNaughton & D. Beukelman (Eds.). Transition Strategies for Adolescents and Young Adults Who Use AAC. (p. 111-132). Baltimore, MD: Brookes Publishing.

McNaughton, D., Balandin, S., Kennedy, P., & Sandmel, T. (2010). Health transitions for youth with complex communication needs: The importance of health literacy and communication strategies. Journal of Pediatric Rehabilitation Medicine, 3, 311–318.

McNaughton, D. B., & Beukelman, D.R. (Eds.). (2010). Transition strategies for adolescents and young adults who use AAC. Baltimore, MD: Brookes Publishing.

McNaughton, D., & Kennedy, P. (2010). Introduction: Key components of successful transitions. In D. McNaughton & D. Beukelman (Eds.). Transition Strategies for Adolescents and Young Adults Who Use AAC, (p.3-15). Baltimore, MD: Brookes Publishing.

McNaughton, D., Rackensperger, T., Wehmeyer, M., & Wright, S. (2010). Self-determination and young adults who use AAC. In D. McNaughton & D. Beukelman (Eds.), Transition Strategies for Adolescents and Young Adults Who Use AAC. (p. 17-32). Baltimore, MD: Brookes Publishing.

McNaughton, D., & Vostal, B. (2010). Using active listening to improve collaboration with parents: The LAFF don't CRY strategy. Intervention in School and Clinic, 45, 251-256.

Finke, E. H., Finke, E. H., McNaughton, D. B., & Drager, K. D. (2009). All children can and should have the opportunity to learn: General education teachers' perspectives on including children with autism spectrum disorder who require AAC. Augmentative and Alternative Communication, 25, 110–122.

Higginbotham, D. J., Beukelman, D., Blackstone, S., Bryen, D., Caves, K., Deruyter, F., et al. (2009). AAC technology transfer: An AAC-RERC report. Augmentative and Alternative Communication, 25, 68–76.

Light, J., & McNaughton, D. (2009). Accessible Literacy Learning (ALL): Evidence-based reading instruction for learners with autism, cerebral palsy, down syndrome, and other disabilities. Pittsburgh, PA: Meyer-Johnson.

Light, J., & McNaughton, D. (2009). Addressing the literacy demands of the curriculum for conventional and more advanced readers and writers who require AAC. In G. Soto & C. Zangari (Eds.), Augmentative and alternative communication in the schools (p. 217-246). Baltimore, MD: Paul H. Brookes Publishing Co.

Dattilo, J., Estrella, G., Estrella, L. J., Light, J., McNaughton, D., & Seabury, M. (2008). I have chosen to live life abundantly. Perceptions of leisure by adults who use augmentative and alternative communication.Augmentative and Alternative Communication, 1, 16-28.

Light, J., McNaughton, D., Weyer, M., & Karg, L. (2008). Evidence-based literacy instruction for individuals who require augmentative and alternative communication: a case study of a student with multiple disabilities.Seminars in Speech and Language, 29, 110-122.

McNaughton, D., Hamlin, D., McCarthy, J., Head-Reeves, D., & Schreiner, M. (2008). Learning to listen: Teaching an active listening strategy to preservice education professionals. Topics for Early Childhood Special Education, 27, 223.

McNaughton D., Rackensperger, T., Benedek-Wood, E., & Krezman, C. Williams, M., & Light, J. (2008). A child needs to be given a chance to succeed: Parents of individuals who use AAC describe the benefits and challenges of learning AAC technologies. Augmentative and Alternative Communication, 27, 43-55.

Williams, M. B., Krezman, C., & McNaughton, D. (2008). Reach for the stars: Five principles for the next 25 years of AAC. Augmentative and Alternative Communication, 24, 194–206.

Light, J., McNaughton, D., Krezman, D., Williams, M., Gulens, M., Galskoy, A., & Umpleby, M. (2007). The AAC mentor project: Web-based instruction in sociorelational skills and collaborative problem solving for adults who use augmentative and alternative communication. Augmentative and Alternative Communication, 26, 56-75.

McCarthy, J., Light, J., & McNaughton, D. (2007). The effects of internet-based instruction on the social problem solving of young adults who use augmentative and alternative communication. Augmentative and Alternative Communication, 26, 100-112.

McNaughton, D., & Bryen, D. (2007). AAC technologies to enhance participation and access to meaningful societal roles for adolescents and adults with developmental disabilities who require AAC. Augmentative and Alternative Communication, 23, 217-229.

McNaughton, D., Symons, G., Light, J., & Parsons, A. (2006). My dream was to pay taxes: The self-employment experiences of individuals who use augmentative and alternative communication. Journal of Vocational Rehabilitation, 25, 181 - 196.

Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21, 195-204.

Rackensperger, T., McNaughton D., Krezman, C. Williams, M., & D’Silva, K. (2005). When I first got I wanted to throw it over a cliff: The challenges and benefits of learning technology as described by individuals who use AAC. Augmentative and Alternative Communication, 21, 165-186.

Fallon, K. A., Light, J., McNaughton, D., Drager, K., & Hammer, C. (2004). The effects of direct instruction on the single-word reading skills of children who require augmentative and alternative communication. Journal of Speech Language Hearing Research, 47, 1424-1439.

Millar, D. C., Light, J., & McNaughton, D. (2004) The effect of direct instruction and writer’s workshop on the early writing skills of children who use augmentative and alternative communication. Augmentative and Alternative Communication, 20, 164-178.

McNaughton, D., Light, J., & Gulla, S. (2003). Opening up a whole new world: Employer and co-worker perspectives on working with individuals who use augmentative and alternative communication. Augmentative and Alternative Communication, 19, 235-253.

McNaughton, D., Light, J., & Arnold, K.B. (2002). Getting your 'wheel' in the door: The successful full-time employment experiences of individuals with cerebral palsy who use augmentative and alternative communication. Augmentative and Alternative Communication, 18, 59-76.

McNaughton, D., Light, J., & Groszyk, L. (2001). Don't give up": The employment experiences of adults with amyotrophic lateral sclerosis who use augmentative and alternative communication. Augmentative and Alternative Communication, 17, 179-195.