Expressive Communication Over Time: A Longitudinal Analysis of the Project Core Implementation Model

Benson-Goldberg, Sofia; Geist, Lori; Erickson, Karen A.

doi:10.1177/15257401221120790

Cited by 6 publications

(1 citation statement)

References 36 publications

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“…Limited and restricted access to AAC is concerning. Emerging evidence supports that students with ESN/CCN make gains in (a) emergent literacy skills when they have access to personal AAC systems during instructional and non-instructional routines (Erickson et al, 2021), and (b) expressive communication when those personal AAC systems are embedded into emergent literacy instructional routines (Benson-Goldberg et al, 2022). Education teams should work to provide access to and incorporate personal AAC devices during instruction.…”

Section: Discussionmentioning

confidence: 99%

Reported and Enacted Emergent Literacy Instruction: Understanding Young Students With Extensive Support and Complex Communication Needs, Opportunity to Learn

Benson-Goldberg,

Erickson

2024

Topics in Early Childhood Special Education

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Literacy instruction has an important role in augmentative and alternative communication (AAC) because spelling and writing support precise communication. Unfortunately, few students with extensive support needs and complex communication needs (ESN/CCN) develop literacy skills at or above the first grade reading-level. Given that learning to read and write begins with extensive emergent literacy learning opportunities, limited skills may result from insufficient opportunity to learn (OTL) emergent literacy skills. This study examined the instruction provided in early childhood classrooms to students with ESN/CCN to understand OTL during this critical period. This study used a concurrent embedded mixed methods design integrating a survey of teachers of students with ESN/CCN ( n = 26) with a qualitative multiple case study ( n = 2). Results suggest the time teachers are devoting to instruction is not translating into increased OTL for individual students. Solutions that may increase learning opportunities and implications for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Reported and Enacted Emergent Literacy Instruction: Understanding Young Students With Extensive Support and Complex Communication Needs, Opportunity to Learn

Benson-Goldberg,

Erickson

2024

Topics in Early Childhood Special Education

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Applying a Developmental Model to Preliterate Aided Language Learning

Binger,

Harrington,

Kent-Walsh

2024

Am J Speech Lang Pathol

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Purpose: Childhood spoken language interventions and augmentative and alternative communication (AAC) interventions share a common purpose: maximizing communication and language outcomes. To ensure that interventions for children who require AAC also address expressive language acquisition, this clinical focus article focuses on how to apply a developmental model of language acquisition to guide AAC decision making for preliterate aided communicators, with a particular focus on vocabulary selection. Method: A brief review of early expressive language development is presented, along with arguments for why relying on a developmental model to guide AAC decision making is so critical. A series of detailed examples of how to apply a developmental model to various AAC vocabulary selection approaches are provided, including analyses of how well each approach aligns with pragmatic, semantic, grammatical, and narrative development. Conclusions: No single AAC approach for preliterate AAC language learners adequately addresses both immediate and longer-term expressive language needs; every approach has both strengths and weaknesses. Clinical decision making requires an analysis of each approach to ensure that AAC service delivery teams clearly understand the inevitable linguistic gaps, with plans put into place to fill in those gaps with different approaches. Future efforts to improve preliterate AAC service provision should use a developmental model of language as a starting point, in combination with input from families, educators, and clinicians to ensure the feasibility of the chosen approaches.

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Identifying Implementation Strategies to Increase Augmentative and Alternative Communication Adoption in Early Childhood Classrooms: A Qualitative Study

Quinn

Kurin

Atkins

et al. 2023

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Purpose: The goal of this study was to identify promising implementation strategies that may increase teachers' and speech-language pathologists' (SLPs) adoption of augmentative and alternative communication (AAC) during routine classroom activities. Method: A grounded theory approach was used to collect and code online, semistructured interviews with six special education teachers and 14 SLPs who taught children aged 3–8 years who used AAC in inclusive and self-contained special education classrooms. Interviews were transcribed and coded verbatim using the constant comparative method. During a member checking process, six participants ( n = 30%) confirmed their transcripts and commented on emerging themes. Results: Participants shared a range of implementation strategies to increase AAC use during typical classroom activities, which were organized into seven themes: distribute modern AAC equipment, provide foundational training, share video examples, develop a systematic plan for adoption, deliver practice-based coaching, alter personnel obligations to provide protected time, and connect with professionals. A preliminary thematic map was created to link implementation barriers, strategies, and potential outcomes. Conclusions: AAC interventions effective in clinical research can be difficult to translate into routine practice unless investigators directly explore the needs of and demands on educational professionals. Future research should define implementation strategies clearly, solicit feedback from school-personnel, and match implementation strategies to the needs of local schools to support the uptake of AAC interventions in routine classroom settings. Supplemental Material: https://doi.org/10.23641/asha.23699757

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Expressive Communication Over Time: A Longitudinal Analysis of the Project Core Implementation Model

Cited by 6 publications

References 36 publications

Reported and Enacted Emergent Literacy Instruction: Understanding Young Students With Extensive Support and Complex Communication Needs, Opportunity to Learn

Reported and Enacted Emergent Literacy Instruction: Understanding Young Students With Extensive Support and Complex Communication Needs, Opportunity to Learn

Applying a Developmental Model to Preliterate Aided Language Learning

Identifying Implementation Strategies to Increase Augmentative and Alternative Communication Adoption in Early Childhood Classrooms: A Qualitative Study

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