In undergraduate teacher education programs, student-educators may receive limited training in the implementation of communication-based, evidence-based instructional practices (CB-EBIPs). As a result, CB-EBIPs may not be utilized at ideal levels in the education of students with extensive support needs (ESN). An extensive body of research has…

This study explores the efficacy and challenges of interprofessional learning opportunities for preservice special education teachers and speech-language pathologists through a novel Interprofessional Summit. Employing a mixed-methods approach, the research examined how interdisciplinary collaboration impacts the preparation of these professionals…

The present study evaluated the effects of online training on educators' knowledge and use of the system of least prompts (SLP) to support the communication of individuals with Autism Spectrum Disorder (ASD) who use augmentative and alternative communication (AAC). A quasi-experimental pre/post test group design with switching replications was…

In this investigation, we surveyed 51 faculty members who were involved in teacher preparation programs in the area of extensive support needs (ESN) across a range of institutions of higher education. We asked participants to respond to questions related to the quality and quantity of program content focused on communication instruction and…

The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Each classroom was responsible for conducting communication assessments and developing interventions focused on…