Supporting a school team in planning and implementing AAC for a child with intellectual disability

augmentative and alternative communication;team functioning;instruction;communicative competence;family-school partnerships

Snodgrass, Melinda Rae

关键词: augmentative and alternative communication;    team functioning;    instruction;    communicative competence;    family-school partnerships;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/93024/SNODGRASS-DISSERTATION-2016.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

Supporting a child who cannot use speech and also has a language disorder to learn augmentative and alternative communication (AAC) is often challenging for families and school teams. I provided one school-family team with supports package that consisted of a structured team meeting and one-on-one coaching. I examined the effectiveness of this supports package in facilitating (a) team functioning, (b) instructional competence in AAC instruction, and (c) the child's communication. The supports package was effective in improving team functioning and building instructional competence, which led to positive changes in the child’s communication using AAC. However, the supports package was insufficient in supporting ongoing functioning and instructional competence that lead to the child’s independent, autonomous communication via AAC. This suggests that the supports package is a useful first step in this process but that additional ongoing supports are needed.