Ecological Systems for Students Who Use AAC: Stakeholders' Views on Factors Impacting Intervention and Outcomes.
Although substantial evidence demonstrates the effectiveness of augmentative and alternative communication (AAC) intervention for students with severe disabilities who have complex communication needs, increasing importance is being placed on understanding how to move research into practice. This de...
| Publicado en: | Research & Practice for Persons with Severe Disabilities Vol. 46; no. 4; pp. 259 - 278 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Dec2021
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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=153477325&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 153477325 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15407969 MYX jtl: Research & Practice for Persons with Severe Disabilities issn: 15407969 maglogo: Y pubinfo: dt: Dec2021 vid: 46 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 153477325 153255976 153477325 153477325 10.1177/15407969211052309 153477325 ppf: 259 ppct: 19 formats: tig: atl: Ecological Systems for Students Who Use AAC: Stakeholders' Views on Factors Impacting Intervention and Outcomes. aug: au: Biggs, Elizabeth E. Hacker, Rebecca E. affil: Vanderbilt University, Nashville, TN, USA sug: subj: Students with Disabilities Alternative and Augmentative Communication Ecosystem Communicative Disorders Therapy Stakeholder Participation Human Descriptive Research Qualitative Studies Parents Teachers Speech-Language Pathologists Implementation Science Parental Attitudes Faculty Attitudes ab: Although substantial evidence demonstrates the effectiveness of augmentative and alternative communication (AAC) intervention for students with severe disabilities who have complex communication needs, increasing importance is being placed on understanding how to move research into practice. This descriptive qualitative study focused on understanding the views of 19 parents and professionals (i.e., special education teachers, paraeducators, and speech-language pathologists) related to factors impacting intervention and outcomes for students with complex communication needs. Within an implementation science perspective, analysis involved applying ecological systems theory to understand factors across systems acting as challenges or facilitators to effective AAC intervention and to outcomes more broadly for students with complex communication needs. Findings produce insight into the ways student-related and micro-, meso-, macro-, and exosystem factors impact intervention implementation and outcomes, highlighting the importance of cross-cutting factors associated with AAC access, family–school partnerships and supports, and inclusive education. Implications for research and practice are discussed related to how these findings can be used to bridge the gap between research and practice for students with complex communication needs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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