Paraeducators are the most frequent communication partners during the school day for students who use augmentative and alternative communication (AAC), yet they often lack training in AAC best practices. This intervention study examined the effect of an in-class coaching intervention on the aided language modeling (ALM) skills of paraeducators who…

"We love the fact she can learn through play, because she is learning but not realizing, and she does not feel pressurized to learn" (parent of a child with neurodiverse developmental disorders [NDD]). Engaging children with NDD in meaningful learning can be challenging, and that challenge is exacerbated when children are neither…

Purpose: The purpose of this study was to examine the effectiveness of a training and coaching program aimed to increase the use of the aided language modeling (ALM) strategy by siblings to support the social interactions of children with disabilities who use augmentative and alternative communication (AAC) in the natural environment. Method: A…

Families are the most significant communication partners for an individual with complex communication needs. Even though family-centered approaches are recommended to support augmentative and alternative communication (AAC) services for an individual, it is difficult to establish a successful plan that fits each individual's family. A framework…

In language learning, aided language modeling refers to the method by which communication partners provide models of the communication system used by individuals with complex communication repertoires that involving both symbols and speech. Providing aided language models creates opportunities for individuals with complex communication repertoires…

Purpose: The purpose of this study was to further evaluate an eight-step partner instructional model developed by Kent-Walsh and McNaughton that has been demonstrated to improve implementation quality and fidelity among adults in clinical and educational settings who support the use of augmentative and alternative communication (AAC) for…

The evolution of evidence-based practice in augmentative and alternative communication (AAC) has occurred via two different but related routes: the conventional research-to-practice route and the more common practice-to-research route. This article defines both routes with examples of each and discusses potential problems that may arise when…

Augmentative and alternative communication based interventions support individuals with complex communication needs in becoming effective and efficient communicators. However, there is often a disconnect between language models, communication opportunities, and desired intervention outcomes in the intervention process. This article outlines a…

This brief describes the technology transfer (TT) and knowledge translation (KT) work of Dr. Gregg Vanderheiden and the Trace Research & Development Center. The Trace Research & Development Center at the University of Wisconsin-Madison was established in 1971 with the development of an early augmentative communication system, which was…

Individuals with complex communication needs (CCN) who rely on augmentative and alternative communication (AAC) to communicate in school and community activities often have paraeducators as communication partners. For individuals who use AAC, successful communication often depends upon their personal skills as well as the skills of their…

Purpose: Evidence-based practice (EBP) describes clinical decision making using research, clinical experience, and client values. For family-centered practices, the client's family is integral to this process. This article proposes that using family paradigms, a family science framework, may help elicit and understand client/family values within…

The increased prevalence of autism spectrum disorder (ASD) and its detection during the first 3 years of life have substantial relevance for early intervention. The purpose of this article is to summarize current scientific and policy information on early identification and early intervention for infants and toddlers with ASD and their families.…

Research related to the use of the Picture Exchange Communication System (PECS) with individuals having autism spectrum disorders (ASDs) was examined using a communication competence paradigm detailed by J. C. Light (1988, 1989, 2003). Communication components were operationalized based on skills identified in ASD research. A review was conducted…

The effectiveness of a behavioral skills training (BST) package to teach the implementation of the first three phases of the picture exchange communication system (PECS) was evaluated with 3 adults who had no history teaching any functional communication system. A multiple baseline design across participants was used to evaluate the effectiveness…

Evidence-based practice (EBP) is increasingly being advocated as the preferred approach to practice in augmentative and alternative communication (AAC). The EBP process involves multiple steps. The asking of a well-built question is the first step in the quest for answers. At the same time it is also often the first stumbling block for…