Training Educational Assistants to Facilitate Grammatical Development of Adolescents Who Use AAC

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.