The Effects of Teacher-Delivered Behavior Skills Training on Paraeducators' Use of a Communication Intervention for a Student with Autism Who Uses AAC

Autor/inn/en	Andzik, Natalie R.; Schaefer, John M.; Christensen, Victoria L.
Titel	The Effects of Teacher-Delivered Behavior Skills Training on Paraeducators' Use of a Communication Intervention for a Student with Autism Who Uses AAC
Quelle	In: Augmentative and Alternative Communication, 37 (2021) 1, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-4618
DOI	10.1080/07434618.2021.1881823
Schlagwörter	Paraprofessional School Personnel; Autism Spectrum Disorders; Students with Disabilities; Intervention; Public Schools; Program Effectiveness; Augmentative and Alternative Communication; Prompting; Interaction; Interpersonal Communication; Special Education; Elementary Education; Training + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Public school; Öffentliche Schule; Benutzerführung; Interaktion; Interpersonale Kommunikation; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementarunterricht; Ausbildung
Abstract	Special education teachers are often responsible for training their staff how to support children with autism spectrum disorder in their classrooms. In addition to academic and behavioral interventions, paraeducators also need to be prepared to support students with complex communication needs. This study was designed to investigate the effects of a paraeducator-implemented communication intervention in a public school. A multiple probe design across participants was used to evaluate a communication intervention that included providing opportunities to initiate with least-to-most prompting for a 10-year-old student with autism who used an augmentative and alternative communication (AAC) device. Prior to the intervention, the student was rarely observed initiating interactions with her AAC device, and paraeducators were rarely observed offering opportunities to initiate or providing supports to help the student initiate. Following training, data from each paraeducator indicated an increased rate when providing the communication intervention and as a result, the student displayed an increase in the targeted intervention, initiation. Findings from the intervention highlight the need for explicit teaching when promoting initiation among students with autism who use AAC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01