The Use of an Eight-Step Instructional Model to Train School Staff in Partner-Augmented Input

Abstract

Augmentative and alternative communication (AAC), the supplementation or replacement of natural speech and/or writing using aided and/or unaided symbols (Lloyd, Fuller, & Arvidson, 1997), can be invaluable in helping children with complex communication needs express themselves in the classroom. However, providing the appropriate piece of technology alone does not ensure successful communication (Douglas, 2012). Rather, the success of a communication interaction between an AAC user and a communication partner will depend heavily on the skills of the communication partner (Kent-Walsh & McNaughton, 2005). Research indicates that training an AAC user's significant communication partners can be of great benefit in "promoting greater participation in daily interactions by people who use AAC systems" (Light, Dattilo, English, Gutierrez, & Hartz, 1992, p. 865). Recent analyses of communication partner-training programs suggest that there is consistent evidence that communication partner instruction not only improves the skills of communication partners but also has a positive impact on the communication of people who use AAC (PWUAAC; Kent-Walsh, Murza, Malani, & Binger, 2015; Shire & Jones, 2015). Furthermore, research suggests that communication partner training can be used effectively as an intervention strategy for individuals using AAC (Kent-Walsh et al., 2015). School-aged children spend roughly 30 hr a week attending school, making school staff members (e.g., therapists, teachers, paraprofessionals) key communication partners in the educational environment. However, many speech-language pathologists (SLPs) and special education teachers "may graduate from preservice training with minimal or no exposure to AAC" (Costigan & Light, 2010, p. 202). In fact, a recent survey conducted of SLPs across the United States found that 74% of respondents felt that they lacked adequate preparation in AAC and assistive technology (Assistive Technology Industry Association, 2012). Therefore, classroom staff are likely to require professional development opportunities to further knowledge and skills in AAC. Unfortunately, traditional training strategies such as inservices are frequently insufficient in helping communication partners develop the expertise they need to support long-term communication needs (Kent-Walsh & McNaughton, 2005). In fact, evaluations of professional development for educators suggest that as few as 10% of participants who attended a single in-service style training implemented what they learned (Showers & Joyce, 1996). "We wouldn't teach someone to drive by giving them a lecture, tossing them a book, and then turning them loose on the freeway. Nonetheless, when we provide traditional staff development in schools, that is pretty much what we do" (Knight, 2007, p. 110).

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

“…These teachers and classroom staff members are well-positioned to dramatically increase access to aided AAC and communication interventions for the population of students with extensive support needs. When provided with training in well-defined, research-based practices, teachers, and other classroom staff can provide effective communication instruction (Binger et al., 2010; Clendon & Anderson, 2016; Kent-Walsh et al., 2015; Senner & Baud, 2017). Helping these educators acquire the knowledge, skills, dispositions, and resources required to provide symbolic communication intervention throughout the school day has the potential to dramatically improve communication outcomes for students with extensive support needs and complex communication needs.…”

Teacher Training’s Content and Delivery Method Related to Augmentative and Alternative Communication (AAC): A Systematic Literature Review (SLR)

“…This issue is not only mentioned in relation to Malaysia (Mohd Hanafi et al, 2020) but also reported in Brazil (Nunes & Walter, 2020), Saudi Arabia (Rashed Aldabas, 2019, and Sri Lanka (Ketheeswaran, 2019). One of the most common factors reported as leading to this phenomenon is inadequate training for preservice and in-service teachers; it was found that special education teachers have minimum access to teacher professionalism related to AAC (Senner & Baud, 2017;Tonsing & Dada, 2016).…”