Educators need strategies to build the communication skills of students learning to use aided augmentative and alternative communication (AAC), while also supporting their meaningful participation and interaction in inclusive settings. This study used a multiple-probe-across-participants design to evaluate the effectiveness of embedding peer-mediated aided AAC modeling within a peer network intervention to increase studentsâ interaction with peers and use of symbolic communication during non-instructional times at school (i.e., lunch, recess). Participants were four elementary school students who had an intellectual disability or autism and were learning to use a speech-generating device (SGD) or communication book. The peer network intervention increased studentsâ overall interactions with peers. With training and coaching, peers were successful in providing aided AAC models during the peer network meetings, which resulted in increased use of symbolic communication by three focus students. Implications are offered related to supporting peer interaction, improving studentsâ use of symbolic communication, and training peers to use aided AAC modeling strategies.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-03142017-125403 |
| Date | 17 March 2017 |
| Creators | Biggs, Elizabeth Erin |
| Contributors | Pat Mirenda, Blair P. Lloyd, Victoria F. Knight, Erin E. Barton, Erik W. Carter |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-03142017-125403/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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