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Involvement of communication partners (Biggs et al., 2019)

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posted on 30.04.2019 by Elizabeth E. Biggs, Erik W. Carter, Carly B. Gilson
Purpose: The purpose of this study was to inform practice and research by identifying and synthesizing research on interventions in which natural communication partners implemented aided augmentative and alternative communication (AAC) modeling strategies.
Method: A scoping review yielded 29 studies. Data were charted related to participant characteristics, intervention characteristics, partner instruction and assessment, and partner perspectives of social validity.
Results: More than 157 peer and 100 adult communication partners (e.g., parents, special educators, paraprofessionals) implemented aided AAC modeling strategies within included studies. To teach communication partners intervention strategies, researchers frequently reported using (a) oral instruction, (b) modeling, and (c) practice or application opportunities with performance feedback. Partner instruction frequently involved both training and concurrent support (e.g., coaching, facilitation, consultation, follow-up support).
Conclusion: Findings from this review inform the design and delivery of aided AAC modeling interventions by children’s natural communication partners. Findings also highlight important avenues for enhancing the rigor of future research on interventions involving aided AAC modeling, including the quality of reporting and application of principles from implementation science.

Supplemental Material S1. Coding definitions for all variables included in the review.

Biggs, E. E., Carter, E. W., & Gilson, C. B. (2019). A scoping review of the involvement of children’s communication partners in aided augmentative and alternative communication modeling interventions. American Journal of Speech-Language Pathology, 28, 743–758. https://doi.org/10.1044/2018_AJSLP-18-0024

Funding

Partial support for this research was provided by a grant from the Tennessee Department of Education to Vanderbilt University (CFDA No. 84.027A) and from the Office of Special Education Programs, U.S. Department of Education, through Grant H325D100010 to Vanderbilt University.

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