Article

MODELER AAC Intervention During Shared Reading and Play in Early Childhood

The purpose of this study was to examine the impact of teacher coaching and augmentative and alternative communication (AAC) modeling using an Apple iPad, during the implementation of Model, Encourage, Respond (MODELER) for Read and Talk and Play and Talk for children with complex communication needs (CCN). The study assessed the results of AAC teacher modeling, using a single-case multiple baseline design. The AAC intervention took place in an inclusive early childhood setting, and included three child participants, and three teacher and student teacher participants. Results indicate significant gains in AAC modeling by teachers.

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