Teachers' use of augmented input and responsive strategies in schools for students with intellectual disability: A multiple case study of a communication partner intervention.

MLA

Wallin, Sofia, et al. “Teachers’ Use of Augmented Input and Responsive Strategies in Schools for Students with Intellectual Disability: A Multiple Case Study of a Communication Partner Intervention.” Autism & Developmental Language Impairments, Oct. 2024, pp. 1–18. EBSCOhost, https://doi.org/10.1177/23969415241290419.

APA

Wallin, S., Thunberg, G., Hemmingsson, H., & Wilder, J. (2024). Teachers’ use of augmented input and responsive strategies in schools for students with intellectual disability: A multiple case study of a communication partner intervention. Autism & Developmental Language Impairments, 1–18. https://doi.org/10.1177/23969415241290419

Chicago

Wallin, Sofia, Gunilla Thunberg, Helena Hemmingsson, and Jenny Wilder. 2024. “Teachers’ Use of Augmented Input and Responsive Strategies in Schools for Students with Intellectual Disability: A Multiple Case Study of a Communication Partner Intervention.” Autism & Developmental Language Impairments, October, 1–18. doi:10.1177/23969415241290419.