Augmentative and Alternative Communication Intervention in Public Schools: Achieving Meaningful Outcomes Through Collaboration

Forbes, Heather J.

doi:10.1044/persp3.sig12.55

Cited by 2 publications

(2 citation statements)

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“…Relatedly, educators should collaborate with their speech language pathology colleagues before introducing scripting to seek guidance and coordinate treatment efforts. This may ensure that efforts are not duplicated while also providing opportunities for interprofessional collaboration to support better social outcomes (Forbes, 2018). Implementing scripting requires following three general phases: (a) planning to use scripting, (b) creating the script, and (c) introducing and practicing the script (see Figure 1).…”

Section: Implement Scripting In Three Phasesmentioning

confidence: 99%

Section: Implement Scripting In Three Phasesmentioning

confidence: 99%

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Teaching Social Scripts to Improve Social Communication for Students With Autism Spectrum Disorder

Scheibel¹,

Travers

2021

TEACHING Exceptional Children

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Students with Autism Spectrum Disorder are likely to demonstrate social impairments that contribute to challenging behaviors and academic difficulties. As a result, the task of improving social communication skills is a critical component to any educational program for this population. Scripting provides an evidence-based and versatile option for improving social communication, yielding valuable results while requiring limited time and resource preparation from educators. In this article, we present step by step guidance to support practitioners in using scripting interventions. Considerations are discussed for adapting this intervention to meet the needs of students across the autism spectrum and links to resources for strengthening implementation and including other evidence-based practices.

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Section: Implement Scripting In Three Phasesmentioning

confidence: 99%

Section: Implement Scripting In Three Phasesmentioning

confidence: 99%

Teaching Social Scripts to Improve Social Communication for Students With Autism Spectrum Disorder

Scheibel¹,

Travers

2021

TEACHING Exceptional Children

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An Initial Investigation Into the Feasibility of the Communication Matrix Professional Development Program for Educational Professionals Working With Students With Complex Communication Needs

Quinn

Cook

Wiedrick

et al. 2021

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Purpose The goal of this study was to investigate the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals teaching students with complex communication needs. Method A one-group pretest–posttest design was employed with 102 educational professionals and their students with complex communication needs. Students ( M age = 12.5 years, SD = 4.8 years) had severe expressive communication impairments characterized by an expressive vocabulary of < 10 words. The online CMPDP included webinars, coursework, and engagement with an online community of practice. We examined the students' expressive communication skills measured by the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide before and after their teachers and speech-language pathologists participated in the intervention. Results Students showed small but significant increases on the Communication Matrix Assessment. The average increase in scores was 10.6, z = 5.37, 95% confidence interval (CI; [6.65, 14.54]), Glass's delta = 0.37. The mean gain in scores for IEP quality was not significant (0.82, z = 2.43, 95% CI [0.14, 1.49], Glass's delta = 0.28). Conclusions Results demonstrate the initial feasibility of the CMPDP for educational professionals and their students with complex communication needs. Findings must be interpreted cautiously as the study design has methodological limitations including lack of a control condition and a potential for correlated measurement error and demand characteristics. Supplemental Material https://doi.org/10.23641/asha.16734553

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Augmentative and Alternative Communication Intervention in Public Schools: Achieving Meaningful Outcomes Through Collaboration

Cited by 2 publications

References 23 publications

Teaching Social Scripts to Improve Social Communication for Students With Autism Spectrum Disorder

Teaching Social Scripts to Improve Social Communication for Students With Autism Spectrum Disorder

An Initial Investigation Into the Feasibility of the Communication Matrix Professional Development Program for Educational Professionals Working With Students With Complex Communication Needs

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