Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan

Abstract

This study examined the effects of an intervention that integrated peer-mediated instruction (PMI) with augmentative and alternative communication (AAC) using speech-generating devices (SGDs). Nine trained peer tutors without disabilities taught science concepts and modeled use of SGDs following a script to three elementary school students with significant cognitive disabilities in Taiwan. Using a multiple baseline across participants design, results showed the PMI with AAC intervention was effective in improving participants’ targeted science knowledge. In addition, participants increased their communicative interactions with peers and increased the use of different communication modes during the science experiment activities with the implementation of PMI with AAC, when compared to the communication responses during the general teaching strategy.

Impact of Interactive Learning Environments on Learning and Cognitive Development of Children With Special Educational Needs: A Literature Review

“…The authors demonstrated how, thanks to an intervention in the classroom in which the participation rules were made more explicit and additional scaffolds (such as greater responsibility of the peers and more collaborative actions) were incorporated, the child became able to explain his mathematical thinking in multiple contexts. Similar improvements were observed by Wu et al ( 2020 ) when analyzing the impact of a peer-mediated intervention (PMI) on the learning of science by students with cognitive disabilities. Nine non-disabled peers taught scientific concepts to their disabled peers through questions about the content and modeling and encouraged their peers to use the iPad-SGD.…”

“…Although further research is needed on this aspect, the 17 selected studies shed light on the importance of implementing interaction-based learning environments. Their benefits have been evidenced for developing language, literacy, and communication skills for SEN pupils (Whalon and Hart, 2011 , among others; Chen et al, 2020 ; Ferguson et al, 2020 ), for the acquisition of mathematical competence and science learning (Lambert et al, 2020 ; Lei et al, 2020 ; Wu et al, 2020 ) and for enhancing engagement in learning (Bock, 2007 ; Carter et al, 2017 ).…”

A Scoping Review and Appraisal of AAC Research in Inclusive School Settings

“…Closer examination of the aims and findings of the SCED studies (Table 1) shows a focus on peers in terms of improving social interactions with students who used AAC in six studies (e.g., Biggs et al, 2018;Hughes et al, 2013), with four also addressing peer mediation on interactions and, in some cases, the student with disability's use of AAC (e.g., Biggs et al, 2017;Herbert et al, 2020;Wu et al, 2020). In considering the potential benefits of school inclusion in both enhancing the extent to which students who use AAC become part of the social milieu and can access the curriculum, the study by Wu et al (2020) is noteworthy. In this SCED study, the effect of peer mediated instruction and access to an SGD programmed to contain relevant academic vocabulary was demonstrated in terms of increased knowledge of science concepts, peer interactions and use of various AAC modalities.…”

“…Peers also featured in studies examining perceptions of, or attitudes towards AAC as used by fellow-students (Bowles & Frizelle, 2016;Hughes et al, 2013). In six studies (21%), academic skills were taught and incorporated the use of AAC, including those relating to literacy (e.g., reading, spelling) (Asher & Nichols, 2016;Ferm et al, 2001), robot programming (Adams & Cook, 2014) and science concepts (Wu et al, 2020). Relatedly, Schneider and Goldstein (2010) examined the role of pictured social stories in improving on-task behaviour to enhance academic participation.…”

Reducing Language Barriers in Science for Students with Special Educational Needs

“…As an example, when teaching about earthquakes, the teacher should ask the student what they know about earthquakes, provide a tactile example of earthquake topography, and model earthquake vocabulary that has been programmed into the AAC system. Wu, Chen, Lo, and Chiang (2020) recently investigated using peer-mediated interventions with AAC to improve science learning of students with significant cognitive disabilities in Taiwan. They added key terms and definitions for buoyancy and electricity concepts (e.g., buoyancy, conductive, and nonconductive) to participants' AAC systems and adapted instructional activities using tangible materials (e.g., clay boats, paper clips, and broken electronic circuits) for participants and peers to complete.…”