Teaching educational assistants to facilitate the multisymbol message productions of young students who require augmentative and alternative communication

American Journal of Speech-Language Pathology

Volumn 19, Issue 2, 2010, Pages 108-120

  Binger, Cathy ^a   Kent Walsh, Jennifer ^b   Ewing, Cai ^a   Taylor, Stacy ^a  

^a UNIVERSITY OF NEW MEXICO   (United States)

^b UNIVERSITY OF CENTRAL FLORIDA   (United States)

Author keywords

Augmentative and alternative communication (AAC); Educational assistants; Intervention; Symbol combinations

Indexed keywords

EID: 77952869627     PISSN: 10580360     EISSN: 15589110     Source Type: Journal    
DOI: 10.1044/1058-0360(2009/09-0015)     Document Type: Article

References (34)

1. Bedrosian, J. (1999). Efficacy research issues in AAC: Interactive storybook reading. Augmentative and Alternative Communication, 15, 45-55.
2. Binger, C., Berens, J., Kent-Walsh, J., & Hickman, S. (2008). The impacts of aided AAC interventions on AAC use, speech, and symbolic gestures. Seminars in Speech and Language, 29, 101-111.
3. Binger C. Kent-Walsh J. Berens J. del Campo S. Rivera D. (2008). Teaching Latino parents to support the multi-symbol message productions of their children who require AAC. Augmentative and Alternative Communication, 24, 323-338.
4. Binger, C., & Light, J. (2006). Demographics of preschoolers who require AAC. Language, Speech, and Hearing Services in Schools, 37,200-208.
5. Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23,30-43.
6. Binger, C., & Light, J. (2008). The morphology and syntax of individuals who use AAC: Research review and implications for effective practice. Augmentative and Alternative Communication, 24, 123-138.
7. Binger, C., Maguire-Marshall, M., & Kent-Walsh, J. (2009). Using aided AAC models, recasts, and contrastive targets to teach grammatical morphemes to children who use AAC. Manuscript submitted for publication.
8. Bingham, M. A., Spooner, F., & Browder, D. (2007). Training paraeducators to promote the use of augmentative and alternative communication by students with significant disabilities. Education and Training in Developmental Disabilities, 42, 339-352.
9. Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
10. Carrow-Woolfolk, E. (1999). Test for Auditory Comprehension of Language-Third Edition. Austin, TX: Pro-Ed.
11. Dowden, P. (1997). Augmentative and alternative communication decision making for children with severely unintelligible speech. Augmentative and Alternative Communication, 13, 48-58.
12. Dowden, P., Alarcon, N., Vollan, T., Cumley, G., Kuehn, C., & Amtmann, D. (2006). Survey of SLP caseloads in Washington State schools: Implications and strategies for action. Language, Speech, and Hearing Services in Schools, 37, 104-117.
13. Ellis E. Deshler D. Lenz B. Schumaker J. Clark F.(1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23, 1-24.
14. Fallon, K., & Katz, L. (2007, November). Written language and AAC in the schools: A national survey. Paper presented at the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.
15. Fenson L.,Dale P. Reznick S. Thal D.J. Bates E. Hartung J Reilly J. S. (1993). MacArthur Communicative Development Inventories. San Diego, CA: Singular.
16. Kent-Walsh, J. (2003). The effects of an educational assistant instructional program on the communicative turns of students who use augmentative and alternative communication during bookreading activities. Unpublished doctoral dissertation, Penn State University, University Park.
17. Kent-Walsh, J., Binger, C., & Hasham, Z. (2010). Effects of parent instruction on the symbolic communication of children using augmentative and alternative communication during storybook reading. American Journal of Speech-Language Pathology, 19, 97-107.
18. Kent-Walsh, J., & Light, J. (2003). General education teachers' experiences with inclusion of students who use augmentative and alternative communication. Augmentative and Alternative Communication, 19, 104-124.
19. Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21, 195-204.
20. Kent-Walsh J. Stark C. & Binger C. (2008). Tales from school trenches: AAC service-delivery and professional expertise. Seminars in Speech and Language, 29, 146-154.
21. Light J. (1997). "Let's go star fishing": Reflections on the contexts of language learning for children who use aided AAC. Augmentative and Alternative Communication, 13, 158-171.
22. McDonald, E., & Schultz, A. (1973). Communication boards for cerebral palsied children. Journal of Speech and Hearing Disorders, 38, 73-88.
23. McReynolds L.V. Kearns K.P. (1983). Single-subject experimental designs in communicative disorders. Baltimore, MD: University Park Press.
24. Miller, J. F., & Paul, R. (1995). The clinical assessment of language comprehension. Baltimore, MD: Brookes.
25. Nigam, R., Schlosser, R., & Lloyd, L. (2006). Concomitant use of the matrix strategy and the mand-model procedure in teaching graphic symbol combinations. Augmentative and Alternative Communication, 22, 160-177.
26. Parker, R., Vannest, K., & Brown, L. (2009). The improvement rate difference for single-case research. Exceptional Children, 75,135-150.
27. Rosa-Lugo, L. I., & Kent-Walsh, J. (2008). Effects of parent instruction on communicative turns of Latino children using AAC during storybook reading. Communication Disorders Quarterly, 30,49-61.
28. Soto, G., Müller, E., Hunt, P., & Goetz, L. (2001). Critical issues in the inclusion of students who use augmentative and alternative communication: An educational team perspective. Augmentative and Alternative Communication, 17, 62-72.
29. Soto, G., Yu, B., & Henneberry, S. (2007). Supporting the development of language skills of an eight-year-old child who uses an augmentative and alternative communication device. Child Language Teaching and Therapy, 23, 27-45.
30. Soto, G., Yu, B., & Kelso, J. (2008). Effectiveness of multifaceted narrative intervention on the stories told by a 12-year-old girl who uses AAC. Augmentative and Alternative Communication, 24,76-87.
31. van Kleeck, A., Stahl, S. A., & Bauer, E. B. (2003). On reading books to children: Parents and teachers. Mahwah, NJ: Erlbaum.
32. Viera, A., & Garrett, J. (2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37, 360-363.
33. Wilkinson, K. M., Romski, M. A., & Sevcik, R. A. (1994). Emergence of visual-graphic symbol combinations by youth with moderate to severe mental retardation. Journal of Speech and Hearing Research, 37, 883-895.
34. Zangari, C., & Soto, G. (2009). Practically speaking: Language,literacy, and academic development for students with AAC needs. Baltimore, MD: Brookes.