Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs

2017 ◽  
Vol 33 (4) ◽  
pp. 217-226 ◽  
Author(s):  
Lauryn Wermer ◽  
Matthew E. Brock ◽  
Rachel L. Seaman
Keyword(s):  
Classroom Teacher ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Elementary Student ◽  
Paraprofessional Training ◽  
Evidence Based Practices ◽  
Complex Communication Needs ◽  
School Settings ◽  
Communication Needs ◽  
Set Up

Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and implement a systematic prompting hierarchy. We demonstrated a functional relation between the teacher-implemented training and paraprofessional acquisition of the strategies, and paraprofessional implementation coincided with increased student communication. This study replicates previous findings that paraprofessionals can be trained to implement evidence-based practices to promote use of alternative/augmentative communication, and extends this literature by demonstrating that a classroom teacher can deliver paraprofessional training effectively.

Teaching Parents Enhanced Milieu Teaching With Words and Signs Using the Teach-Model-Coach-Review Model

2016 ◽  
Vol 36 (4) ◽  
pp. 192-204 ◽  
Author(s):  
Courtney A. Wright ◽  
Ann P. Kaiser
Keyword(s):  
Parent Training ◽  
Single Case ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Evidence Based Practices ◽  
Baseline Design ◽  
Milieu Teaching ◽  
Review Model ◽  
Communication Interventions ◽  
Enhanced Milieu Teaching

Measuring treatment fidelity is an essential step in research designed to increase the use of evidence-based practices. For parent-implemented communication interventions, measuring the implementation of the teaching and coaching provided to the parents is as critical as measuring the parents’ delivery of the intervention to the child. Both levels of measurement are important in translating research into effective practice. In a single-case multiple-baseline design, the effectiveness of the teach-model-coach-review model for teaching Enhanced Milieu Teaching (EMT) Words and Signs to parents of young children with Down syndrome was evaluated. Implementation of parent training was completed with high fidelity. In addition, there was a functional relation between the implementation of the parent training and parents’ use of the specific EMT intervention strategies. The findings of this study replicate and extend previous studies suggesting systematic teaching and coaching can be effective in improving parent use of naturalistic communication strategies.

Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities

2020 ◽  
Vol 35 (3) ◽  
pp. 153-164
Author(s):  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Scott A. Dueker
Keyword(s):  
Performance Feedback ◽  
Effective Means ◽  
Functional Relation ◽  
Implementation Fidelity ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Training Tool ◽  
Students With Severe Disabilities

Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient.

Using Video to Teach Early Language Concepts and Symbols to Children With Complex Communication Needs

2018 ◽  
Vol 41 (2) ◽  
pp. 110-122
Author(s):  
Andrea E. Huist ◽  
John W. McCarthy ◽  
Jamie B. Boster ◽  
Joann P. Benigno
Keyword(s):  
Augmentative And Alternative Communication ◽  
Multiple Baseline ◽  
Single Subject ◽  
Alternative Communication ◽  
Early Language ◽  
Complex Communication Needs ◽  
Graphic Symbols ◽  
Preliminary Study ◽  
Communication Needs ◽  
Instruction Approach

Young children who cannot use their natural speech to communicate their daily wants, needs, thoughts, and opinions often rely on augmentative and alternative communication (AAC) strategies that frequently use graphic symbols to assemble messages. Early intervention strategies typically focus on visual scene displays (VSDs) to place target messages in familiar contextualized scenes. However, there are currently no bridging strategies to assist children in moving from VSDs to displays incorporating discrete graphic symbols. The use of contextualized video vignettes is a potential bridge. This preliminary study implemented an intervention using video and play activities paired with a direct instruction approach to teach 10 graphic symbols of important early concepts to children with complex communication needs (CCN). A single-subject multiple baseline across subjects research design was used. Results indicated that the intervention was effective in teaching the target concepts.

Early Literacy and AAC for Learners with Complex Communication Needs

2015 ◽  
pp. 79-113
Author(s):  
Janis Doneski-Nicol ◽  
Jody Marie Bartz
Keyword(s):  
Early Literacy ◽  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
School Settings ◽  
Current State ◽  
Early Elementary School ◽  
Communication Needs

Augmentative and Alternative Communication (AAC) systems are a common assistive technology (AT) intervention for learners with complex communication needs (CCN) – those learners who are unable to use speech and language as a primary mode of communication. AAC systems can be a powerful intervention; however, these systems must be integrated with strong, early and conventional literacy instructional opportunities. In this chapter, we provide parents, educators, researchers, academics, and other professionals with the most up to date and innovative information as well as practical resources regarding early literacy and AAC for learners with CCN. Emphasis will be on young children with CCN in preschool and early elementary school settings. Features of AAC systems and evidence-based literacy assessment and intervention, as well as the benefits and challenges, are presented to provide the reader with information on the current state of the field. The chapter concludes with directions for future research and provides a comprehensive list of resources and organizations.

Early Literacy and AAC for Learners With Complex Communication Needs

2017 ◽  
pp. 392-427
Author(s):  
Janis Doneski-Nicol ◽  
Jody Marie Bartz
Keyword(s):  
Early Literacy ◽  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
School Settings ◽  
Current State ◽  
Early Elementary School ◽  
Communication Needs

Augmentative and Alternative Communication (AAC) systems are a common assistive technology (AT) intervention for learners with complex communication needs (CCN) – those learners who are unable to use speech and language as a primary mode of communication. AAC systems can be a powerful intervention; however, these systems must be integrated with strong, early and conventional literacy instructional opportunities. In this chapter, we provide parents, educators, researchers, academics, and other professionals with the most up to date and innovative information as well as practical resources regarding early literacy and AAC for learners with CCN. Emphasis will be on young children with CCN in preschool and early elementary school settings. Features of AAC systems and evidence-based literacy assessment and intervention, as well as the benefits and challenges, are presented to provide the reader with information on the current state of the field. The chapter concludes with directions for future research and provides a comprehensive list of resources and organizations.

Enhancing Independent Participation Within Vocational Activities for an Adolescent With ASD Using AAC Video Visual Scene Displays

2018 ◽  
Vol 34 (2) ◽  
pp. 120-132 ◽  
Author(s):  
Salena Babb ◽  
Jessica Gormley ◽  
David McNaughton ◽  
Janice Light
Keyword(s):  
Vocational Training ◽  
Augmentative And Alternative Communication ◽  
Autism Spectrum ◽  
Visual Scene ◽  
Multiple Baseline ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Adolescents With Autism ◽  
Vocational Setting ◽  
Communication Needs

Adolescents with autism spectrum disorder (ASD) often require support both for learning new skills and for communication. This study used a multiple baseline across activities design to evaluate the effect of videos with integrated visual scene displays (video VSDs), presented using a tablet-based app, on the percentage of steps completed independently within vocational training tasks by an adolescent with ASD and complex communication needs (CCN). Using the video VSDs, the participant met the mastery criterion for completing three tasks (including participation in communication exchanges) in a vocational setting. The results provide evidence that video VSDs may provide an effective support both for learning new skills in vocational contexts, and as a method of augmentative and alternative communication for individuals with ASD and CCN.

Augmentative and Alternative Communication in an Elementary School Setting: A Case Study

2021 ◽  
pp. 1-14
Author(s):  
Virginia L. Walker ◽  
Yun-Ching Chung
Keyword(s):  
Elementary School ◽  
Augmentative And Alternative Communication ◽  
School Setting ◽  
Future Research ◽  
Alternative Communication ◽  
Function Type ◽  
Complex Communication Needs ◽  
School Settings ◽  
Communication Needs

Purpose: Although there is a strong evidence base supporting the use of augmentative and alternative communication (AAC) in school settings, the research-to-practice gap in this area remains a concern. Few studies have examined how AAC systems are implemented in school settings and whether these systems adequately promote communicative competence for students with complex communication needs. The aim of this case study was to better understand the ways in which elementary-age students with complex communication needs used AAC throughout daily routines. Method: Observations of five students, four receiving services under the category of autism and one under intellectual disability, in school settings were conducted to document the communication function, type of AAC systems used, and the times and activities during which AAC systems were accessible. In addition, supplemental interviews were conducted to understand the rationale for AAC implementation from the perspective of the special education teacher and speech-language pathologist. Results: Overall, findings from the observations and interviews indicated that a variety of AAC modes were utilized. Interactions represented a range of communicative functions, with the exception of social closeness, and were primarily observed during academic activities. However, there were some discrepancies between observations and interview data. Conclusions: Although these findings provide insight into how students with complex communication needs may use AAC in elementary school settings, more research is needed to explore AAC use across a range of students, classrooms, and schools. We present specific future research directions, along with implications and recommendations for AAC teams and researchers.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

Developing an Effective Framework for the Augmentative and Alternative Communication Evaluation Process

2014 ◽  
Vol 23 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Celeste R. Helling ◽  
Jamila Minga
Keyword(s):  
Augmentative And Alternative Communication ◽  
Evaluation Process ◽  
Assessment Process ◽  
Diagnostic Tools ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Expressive Communication ◽  
Communication Evaluation ◽  
Communication Needs

A comprehensive augmentative and alternative communication (AAC) evaluation is critical to providing a viable means of expressive communication for nonverbal people with complex communication needs. Although a number of diagnostic tools are available to assist AAC practitioners with the assessment process, there is a need to tailor the evaluation process to the specific communication needs of the AAC user. The purpose of this paper is to provide a basis for developing an effective and clinically driven framework for approaching a user-tailored AAC evaluation process.

Case Studies for Telepractice in AAC

2014 ◽  
Vol 23 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tanya Rose Curtis
Keyword(s):  
Service Delivery ◽  
Case Studies ◽  
Eye Gaze ◽  
Cognitive Impairments ◽  
Perceived Barriers ◽  
Computer Experience ◽  
Access Methods ◽  
Complex Communication Needs ◽  
Barriers To Service ◽  
Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

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