The Use of an Eight-Step Instructional Model to Train School Staff in Partner-Augmented Input

Abstract

An eight-step instruction model was used to train a self-contained classroom teacher, speech-language pathologist, and two instructional assistants in partner-augmented input, a modeling strategy for teaching augmentative and alternative communication use. With the exception of a 2-hr training session, instruction primarily was conducted during naturally occurring lessons in a self-contained classroom. All staff increased modeling on students' speech-generating devices between pre- and post-test measures across activities.