2026-09-18T20:17:38Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/113798 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Meadan-Kaplansky, Hedda Meadan-Kaplansky, Hedda Ostrosky, Michaelene M Douglas, Sarah N Biggs, Elizabeth E 2022-04-29T21:34:02Z 2021-12 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 application/pdf en text 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 2021-08-09 augmentative and alternative communication disabilities siblings single-case design 2022-04-29T21:34:02Z 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. text eng http://hdl.handle.net/2142/113798 Copyright 2021 Rebecca Hacker Special Education Special Education University of Illinois at Urbana-Champaign Dissertation Ph.D.