Training Educational Assistants to Facilitate Grammatical Development of Adolescents Who Use AAC
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Abstract
AAC can enhance communication, improve academic achievement, and increase societal participation for individuals with complex communication needs. Unfortunately, many students lack access to effective interventions due to a lack of experienced professionals and stakeholders. Research suggests educational assistants can be trained to support the communication of these children, but there is a notable gap regarding adolescent students. This investigation used a single-subject, multiple-baseline design to examine the effects of an educational-assistant-delivered intervention on the morpho-syntactical productions of adolescents who require AAC. Analyses indicated that an effective communication partner-delivered intervention program can lead to gains for adolescents who use aided communication.
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