{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/93024"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/93024","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Supporting a school team in planning and implementing AAC for a child with intellectual disability","abstract":"Supporting a child who cannot use speech and also has a language disorder to learn augmentative and alternative communication (AAC) is often challenging for families and school teams. I provided one school-family team with supports package that consisted of a structured team meeting and one-on-one coaching. I examined the effectiveness of this supports package in facilitating (a) team functioning, (b) instructional competence in AAC instruction, and (c) the child's communication. The supports package was effective in improving team functioning and building instructional competence, which led to positive changes in the child’s communication using AAC. However, the supports package was insufficient in supporting ongoing functioning and instructional competence that lead to the child’s independent, autonomous communication via AAC. This suggests that the supports package is a useful first step in this process but that additional ongoing supports are needed.","abstract_html":"Supporting a child who cannot use speech and also has a language disorder to learn augmentative and alternative communication (AAC) is often challenging for families and school teams. I provided one school-family team with supports package that consisted of a structured team meeting and one-on-one coaching. I examined the effectiveness of this supports package in facilitating (a) team functioning, (b) instructional competence in AAC instruction, and (c) the child's communication. The supports package was effective in improving team functioning and building instructional competence, which led to positive changes in the child’s communication using AAC. However, the supports package was insufficient in supporting ongoing functioning and instructional competence that lead to the child’s independent, autonomous communication via AAC. This suggests that the supports package is a useful first step in this process but that additional ongoing supports are needed.","abstract_has_math":false,"creators":["Snodgrass, Melinda Rae"],"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","Halle, James W.","Greene, Jennifer C.","Reichle, Joe"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-11-10T18:39:15Z","date_published":"2016-11-10T18:39:15Z","updated_at":"2026-07-22T22:26:35Z","subjects":["augmentative and alternative communication","team functioning","instruction","communicative competence","family-school partnerships"],"languages":["en"],"rights":["Copyright 2016 Melinda R. Snodgrass"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/93024","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Meadan-Kaplansky, Hedda","Halle, James W.","Greene, Jennifer C.","Reichle, Joe"]},{"key":"dc:creator","label":"Author","values":["Snodgrass, Melinda Rae"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-11-10T18:39:15Z","2018-11-11T10:15:45Z","2016-07-05","2016-08"]},{"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","team functioning","instruction","communicative competence","family-school partnerships"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Melinda R. Snodgrass"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/93024"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Supporting a child who cannot use speech and also has a language disorder to learn augmentative and alternative communication (AAC) is often challenging for families and school teams. I provided one school-family team with supports package that consisted of a structured team meeting and one-on-one coaching. I examined the effectiveness of this supports package in facilitating (a) team functioning, (b) instructional competence in AAC instruction, and (c) the child's communication. The supports package was effective in improving team functioning and building instructional competence, which led to positive changes in the child’s communication using AAC. However, the supports package was insufficient in supporting ongoing functioning and instructional competence that lead to the child’s independent, autonomous communication via AAC. This suggests that the supports package is a useful first step in this process but that additional ongoing supports are needed.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2018-08-01","The student, Melinda Snodgrass, accepted the attached license on 2016-06-29 at 16:04.","The student, Melinda Snodgrass, submitted this Dissertation for approval on 2016-06-29 at 16:19.","This Dissertation was approved for publication on 2016-07-05 at 09:33.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9726 on 2016-11-10 at 12:24:47","Made available in DSpace on 2016-11-10T18:39:15Z (GMT). No. of bitstreams: 2 SNODGRASS-DISSERTATION-2016.pdf: 9399877 bytes, checksum: 7908cee99a2b519661826d665a6e907a (MD5) LICENSE.txt: 4214 bytes, checksum: bc998803d969728f839ee5010609f5a1 (MD5) Previous issue date: 2016-07-05","Embargo set by: Seth Robbins for item 95446 Lift date: 2018-11-10T18:39:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 95446 Lift date: 2018-11-10T18:43:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 95446 on 2018-11-11T10:15:45Z."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Supporting a school team in planning and implementing AAC for a child with intellectual disability"]}]}],"canonical_facts":{"dc:contributor":["Meadan-Kaplansky, Hedda","Halle, James W.","Greene, Jennifer C.","Reichle, Joe"],"dc:creator":["Snodgrass, Melinda Rae"],"dc:date":["2016-11-10T18:39:15Z","2018-11-11T10:15:45Z","2016-07-05","2016-08"],"dc:description":["Supporting a child who cannot use speech and also has a language disorder to learn augmentative and alternative communication (AAC) is often challenging for families and school teams. I provided one school-family team with supports package that consisted of a structured team meeting and one-on-one coaching. I examined the effectiveness of this supports package in facilitating (a) team functioning, (b) instructional competence in AAC instruction, and (c) the child's communication. The supports package was effective in improving team functioning and building instructional competence, which led to positive changes in the child’s communication using AAC. However, the supports package was insufficient in supporting ongoing functioning and instructional competence that lead to the child’s independent, autonomous communication via AAC. This suggests that the supports package is a useful first step in this process but that additional ongoing supports are needed.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2018-08-01","The student, Melinda Snodgrass, accepted the attached license on 2016-06-29 at 16:04.","The student, Melinda Snodgrass, submitted this Dissertation for approval on 2016-06-29 at 16:19.","This Dissertation was approved for publication on 2016-07-05 at 09:33.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9726 on 2016-11-10 at 12:24:47","Made available in DSpace on 2016-11-10T18:39:15Z (GMT). No. of bitstreams: 2 SNODGRASS-DISSERTATION-2016.pdf: 9399877 bytes, checksum: 7908cee99a2b519661826d665a6e907a (MD5) LICENSE.txt: 4214 bytes, checksum: bc998803d969728f839ee5010609f5a1 (MD5) Previous issue date: 2016-07-05","Embargo set by: Seth Robbins for item 95446 Lift date: 2018-11-10T18:39:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 95446 Lift date: 2018-11-10T18:43:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 95446 on 2018-11-11T10:15:45Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/93024"],"dc:language":["en"],"dc:rights":["Copyright 2016 Melinda R. Snodgrass"],"dc:subject":["augmentative and alternative communication","team functioning","instruction","communicative competence","family-school partnerships"],"dc:title":["Supporting a school team in planning and implementing AAC for a child with intellectual disability"],"dc:type":["text"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:35Z"}