University of Illinois Urbana-Champaign

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

Hacker, Rebecca Elizabeth

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

Description

Title
The use of aided language modeling to support social interactions of children who use augmentative and alternative communication: training and coaching siblings
Author(s)
Hacker, Rebecca Elizabeth
Issue Date
2021-08-09
Director of Research (if dissertation) or Advisor (if thesis)
Meadan-Kaplansky, Hedda
Doctoral Committee Chair(s)
Meadan-Kaplansky, Hedda
Committee Member(s)
  • Ostrosky, Michaelene M
  • Douglas, Sarah N
  • Biggs, Elizabeth E
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Date of Ingest
2022-04-29T21:34:02Z
Keyword(s)
  • augmentative and alternative communication
  • disabilities
  • siblings
  • single-case design
Language
eng
Abstract
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.
Graduation Semester
2021-12
Type of Resource
text
Permalink
http://hdl.handle.net/2142/113798
Copyright and License Information
Copyright 2021 Rebecca Hacker

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