The effect of paraeducator training on the promotion of augmentative communication by students with severe communication disabilities [electronic resource]
說明
86 p
附註
Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0138
Director: Diane M. Browder
Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2005
The purpose of this study was to determine the impact of training paraeducators using a treatment package including self-evaluation on (a) paraeducator prompting the use of augmentative communication systems, (b) paraeducator responding to student requests, (c) student use of augmentative and alternative communication systems, and (d) student problem behavior. Three paraeducators who supported students who had (a) severe/profound or multiple disabilities, (b) used augmentative communication systems to communicate, and (c) exhibited problem behaviors and three students participated in this study. The paraeducators were trained (a) on the importance of communication, (b) the relationship between behavior and communication, (c) the use of AAC, (d) how to prompt students to use AAC, (e) how and when to respond to students' communicative attempts, and (f) how to self evaluate their behavior. The findings showed that all three paraeducators increased the number of times they prompted student use of AAC and responded to student requests. The findings also showed that all three students increased use of AAC systems and exhibited fewer problem behaviors
