Show simple item record Newton, Chelsea en Sennott, Samuel C. en 2017-04-26T18:56:39Z en 2017-04-26T18:56:39Z en 2017 en
dc.identifier.citation Journal on Technology and Persons with Disabilities 5: 252-268. en
dc.identifier.issn 2330-4219 en
dc.identifier.uri en
dc.description 32nd Annual International Technology and Persons with Disabilities Conference Scientific/Research Proceedings, San Diego, 2017 en
dc.description.abstract This single-case non-concurrent multiple baseline design intervention study targeted four young adults in public high school with complex communication needs who lacked augmentative and alternative communication using the Model, Encourage, Respond (MODELER) partner instructional strategy. The intervention included coaching paraprofessionals to model AAC as they spoke using various AAC apps running on an Apple iPad, provide time delay, and respond to student communication attempts modeling AAC. In response to training and coaching, the paraprofessionals all made large instructional gains. Three out of the four young adults with complex communication needs demonstrated large increases in communication turns in response to intervention. This study demonstrated that paraprofessionals who had previously received little AAC intervention training could be coached by a special educator to provide impactful interventions in just a few sessions. These findings must be interpreted as preliminary due to the level of the experimental design. en
dc.format.extent 17 pages en
dc.language.iso en en
dc.publisher California State University, Northridge. en
dc.rights Copyright 2017 by the authors and California State University, Northridge en
dc.subject Augmentative and alternative communication en
dc.subject iPad en
dc.subject AAC modeling en
dc.subject Paraprofessionals en
dc.subject Partner communication training en
dc.title Impact of the MODELER AAC strategy for secondary students with CCN en
dc.type Article en
dc.rights.license Creative Commons Attribution-NoDerivs 4.0 Unported License. en

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