Enhancing Peer Network Interventions for Students with Complex Communication Needs

Autor/inn/en	Biggs, Elizabeth E.; Carter, Erik W.; Bumble, Jennifer L.; Barnes, Kelli; Mazur, Erica L.
Titel	Enhancing Peer Network Interventions for Students with Complex Communication Needs
Quelle	In: Exceptional Children, 85 (2018) 1, S.66-85 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Mazur, Erica L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402918792899
Schlagwörter	Peer Relationship; Augmentative and Alternative Communication; Communication Skills; Paraprofessional School Personnel; Communication Problems; Elementary School Students; Intellectual Disability; Autism; Interaction; Training; Communication Strategies; Grade 3; Grade 4; Grade 5; Social Networks + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Kommunikationsstil; Kommunikationsbarriere; Intellect; Disability; Disabilities; Verstand; Behinderung; Autismus; Interaktion; Ausbildung; Kommunikationsstrategie; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Social network; Soziales Netzwerk
Abstract	Educators need effective ways to build the communication skills of students learning to use aided augmentative and alternative communication (AAC) and support their interactions with peers. This study used a multiple-probe-across-participants design to evaluate the effectiveness of a paraprofessional-facilitated peer network intervention to (a) increase peer interaction for students with complex communication needs and (b) investigate whether embedding peer-implemented aided AAC modeling within the intervention would increase students' use of symbolic communication (i.e., aided AAC, signs, speech). Participants were four elementary-age students with intellectual disability or autism who used a speech-generating device or communication book. The peer network increased students' overall interactions with peers but not their symbolic communication. Teaching peers to use aided AAC modeling through brief training and coaching resulted in increasing students' use of symbolic communication within interactions with peers. Implications are offered related to supporting peer interaction, improving symbolic communication skills, and involving peers in social-communication interventions. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01