A boy and his AAC team: building instructional competence across team members.
Families and education professionals face unique challenges when working together to support augmentative and alternative communication (AAC) for a child who does not use speech and has only prelinguistic forms of communication. For this study, a family-school team was provided with a specially desi...
| Publicado en: | AAC: Augmentative & Alternative Communication Vol. 34; no. 3; pp. 167 - 180 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132729082&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 132729082 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07434618 9OD jtl: AAC: Augmentative & Alternative Communication issn: 07434618 maglogo: Y pubinfo: dt: Sep2018 vid: 34 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 132729082 132729082 132729082 10.1080/07434618.2018.1491059 132729082 ppf: 167 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: A boy and his AAC team: building instructional competence across team members. aug: au: Snodgrass, Melinda R. Meadan, Hedda affil: Department of Special Education, Hunter College, City University of New York, New York, NY, USA sug: subj: Nonverbal Communication In Infancy and Childhood Alternative and Augmentative Communication Education Parents of Children with Disabilities Education Teaching Methods Mentorship Teamwork Schools Human Multimethod Studies Support, Psychosocial Child, Preschool Family Relations Interpersonal Relations Experimental Studies Funding Source Communication Skills Training Child, Preschool: 2-5 years ab: Families and education professionals face unique challenges when working together to support augmentative and alternative communication (AAC) for a child who does not use speech and has only prelinguistic forms of communication. For this study, a family-school team was provided with a specially designed support package comprising training and one-on-one coaching in evidence-based instructional strategies. As part of a larger mixed methods investigation, a single-case experimental design was conducted to explore the effectiveness of the support package on facilitating team members’ competence in AAC instruction and communication. In the case reported here, the support package improved instructional competence across all team members, which led to small, positive changes in the child’s communication using AAC. However, it was not sufficient for overcoming contextual barriers and supporting adults’ ongoing instructional adjustment to the level necessary to promote the child’s independent communication via AAC. Implications of these findings for both practice and research are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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