{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113798"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113798","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The use of aided language modeling to support social interactions of children who use augmentative and alternative communication: training and coaching siblings","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_has_math":false,"creators":["Hacker, Rebecca Elizabeth"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Meadan-Kaplansky, Hedda","Ostrosky, Michaelene M","Douglas, Sarah N","Biggs, Elizabeth E"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:34:02Z","date_published":"2022-04-29T21:34:02Z","updated_at":"2026-07-22T22:24:53Z","subjects":["augmentative and alternative communication","disabilities","siblings","single-case design"],"languages":["en","eng"],"rights":["Copyright 2021 Rebecca Hacker"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113798","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Meadan-Kaplansky, Hedda","Ostrosky, Michaelene M","Douglas, Sarah N","Biggs, Elizabeth E"]},{"key":"dc:creator","label":"Author","values":["Hacker, Rebecca Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:34:02Z","2021-12","2021-08-09"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["augmentative and alternative communication","disabilities","siblings","single-case design"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Rebecca Hacker"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113798"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Rebecca Hacker, accepted the attached license on 2021-08-06 at 07:59.","The student, Rebecca Hacker, submitted this Dissertation for approval on 2021-08-06 at 08:12.","This Dissertation was approved for publication on 2021-08-09 at 09:09.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17105 on 2022-04-06 at 17:08:32","Made available in DSpace on 2022-04-29T21:34:02Z (GMT). No. of bitstreams: 2 HACKER-DISSERTATION-2021.pdf: 3221950 bytes, checksum: 5719941fdcaa5944a1f0883cf7eb9e27 (MD5) LICENSE.txt: 4211 bytes, checksum: 2f400d0c75d3f78fb8f7fa1873e2f9e4 (MD5) Previous issue date: 2021-08-09","Researchers have indicated that the use of natural communication partners (e.g., parents, caregivers, teachers, and peers) can be effective in supporting individuals who have complex communication needs (CCN) and use augmentative and alternative communication (AAC). However, limited research has been conducted to determine the effectiveness of having typically developing siblings as communication partners to support the social communication skills of children who have CCN and use AAC. In this single-case multiple-probe design study a training and coaching intervention was implemented to teach typically developing siblings to use the aided language modeling (ALM) strategy with high fidelity. Changes in children’s independent communication and the overall acceptability of the intervention by family members were also explored. Results revealed that typically developing siblings can use the ALM strategy with high fidelity. The independent communication of children who use AAC had high variability and overall, family members were pleased with the intervention’s goals, procedures, and outcomes."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The use of aided language modeling to support social interactions of children who use augmentative and alternative communication: training and coaching siblings"]}]}],"canonical_facts":{"dc:contributor":["Meadan-Kaplansky, Hedda","Ostrosky, Michaelene M","Douglas, Sarah N","Biggs, Elizabeth E"],"dc:creator":["Hacker, Rebecca Elizabeth"],"dc:date":["2022-04-29T21:34:02Z","2021-12","2021-08-09"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Rebecca Hacker, accepted the attached license on 2021-08-06 at 07:59.","The student, Rebecca Hacker, submitted this Dissertation for approval on 2021-08-06 at 08:12.","This Dissertation was approved for publication on 2021-08-09 at 09:09.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17105 on 2022-04-06 at 17:08:32","Made available in DSpace on 2022-04-29T21:34:02Z (GMT). No. of bitstreams: 2 HACKER-DISSERTATION-2021.pdf: 3221950 bytes, checksum: 5719941fdcaa5944a1f0883cf7eb9e27 (MD5) LICENSE.txt: 4211 bytes, checksum: 2f400d0c75d3f78fb8f7fa1873e2f9e4 (MD5) Previous issue date: 2021-08-09","Researchers have indicated that the use of natural communication partners (e.g., parents, caregivers, teachers, and peers) can be effective in supporting individuals who have complex communication needs (CCN) and use augmentative and alternative communication (AAC). However, limited research has been conducted to determine the effectiveness of having typically developing siblings as communication partners to support the social communication skills of children who have CCN and use AAC. In this single-case multiple-probe design study a training and coaching intervention was implemented to teach typically developing siblings to use the aided language modeling (ALM) strategy with high fidelity. Changes in children’s independent communication and the overall acceptability of the intervention by family members were also explored. Results revealed that typically developing siblings can use the ALM strategy with high fidelity. 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