The use of aided language modeling to support social interactions of children who use augmentative and alternative communication: training and coaching siblings

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2022

Author dc:creator

• Hacker, Rebecca Elizabeth

Contributors dc:contributor

• Meadan-Kaplansky, Hedda
• Ostrosky, Michaelene M
• Douglas, Sarah N
• Biggs, Elizabeth E

• augmentative and alternative communication
• disabilities
• siblings
• single-case design

Statement dc:rights

• Copyright 2021 Rebecca Hacker

Language dc:language

en, eng

Handle dc:identifier

http://hdl.handle.net/2142/113798

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F113798