Teaching Paraeducators to Support the Communication of Young Children With Complex Communication Needs

Abstract

Paraeducators are frequent communication partners for young children with complex communication needs (CCN) in early childhood settings. This study examined the impact of instruction to paraeducators in two communication interaction strategies (IPLAN [Identify activities for communication, Provide means for communication, Locate and provide vocabulary, Arrange environment, use iNteraction strategies] and MORE [Model AAC, Offer opportunities for communication, Respond to communication, Extend communication]) on the number of communication opportunities provided by paraeducators during play activities with young children with CCN. Results of the study provide evidence that after 2 hr of one-on-one training, paraeducators increased the number of communication opportunities they provided for children with CCN, and children with CCN took an increased number of communication turns. In addition, paraeducators reported that they found the training beneficial, and the supervising teachers noted improvements in the communication support provided by the paraeducators. Limitations and future research directions are discussed.

Communication Partners Supporting Children With Complex Communication Needs Who Use AAC

“…Large effects of intervention were found on partner's strategy use in three of four reading studies (see Table 1) and at followup, while small effects on fidelity of mass trial teaching were reported (Chang, 2009). Furthermore, when fidelity of (Douglas et al, 2012;Ganz et al, 2013;Stiebel, 1999), while Cafiero (1995) found moderate effects for partner communication frequency. Finally, Romski et al (2010) found small effects for communication turn frequency and no effects for parent MLU or mean turn length.…”

“…Novel protocols referred to as "naturalistic" (Cafiero, 1995;Nunes & Hanline, 2007) consisted of modeling communication behaviors as well as prompting (1) SGD (2) Yes (1) TACL-3 SS 106-109 (106) Intervention-1 large Douglas, Light, and McNaughton (2012) and Ganz et al (2013) used play routines as the context to elicit communication opportunities. In addition, Chang (2009) used a mass trial learning approach (repeated sets of teaching trials), whereas Stiebel (1999) applied a home routine problem-solving intervention.…”

Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention

“…Thus, the strategies outlined in the previous paragraph about IPE are critical for promoting instruction and communication facilitation with multiple “teachers” and across multiple environments. Classroom teachers and school personnel have become more effective communication partners (Douglas, Light & McNaughton, 2012; Kent-Walsh & McNaughton, 2005; Kent-Walsh, Stark, & Binger, 2008). Studies have also shown that parents, siblings, and caregivers can be effective communication partners and teachers across the lifespan (Cheslock, Barton-Hulsey, Romski, & Sevcik, 2008; Skotko, Koppenhaver, & Erickson, 2004).…”

Pesquisas em Comunicação Suplementar e Alternativa na Educação Infantil

“…Pesquisadores sugeriram a necessidade de mais pesquisas para fomentar a utilização da comunicação suplementar e alternativa ao nível da Educação Infantil, incluindo investigações para promover interações entre pares (Barker et. al, 2013;Mcnaughton;Light, 2013).…”