Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context
Open Access
- Author:
- Muttiah, Nimisha A
- Graduate Program:
- Communication Sciences and Disorders
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- December 11, 2014
- Committee Members:
- Kathryn D R Drager, Dissertation Advisor/Co-Advisor
Dr David Mc Naughton, Committee Member
Krista M Wilkinson, Committee Member
Carol Anne Miller, Committee Member
Dr Juan Bornman, Special Member - Keywords:
- communication partner training
augmentative and alternative communication
developing countries
quasi-experimental designs - Abstract:
- A majority of individuals with disabilities live in low and middle-income (LAMI) countries. These countries by definition are low in resources. Communication services for individuals with complex communication needs (CCN) are scarce. In addition, the number of qualified speech-language pathologists is inadequate to serve the needs of individuals with CCN. Under these conditions, training communication partners of individuals who have CCN is essential. To address this issue, the current study evaluated an augmentative and alternative communication (AAC) training program designed for special education teachers living in a LAMI country. The training was based on four key practices identified when training in LAMI countries (Muttiah, McNaughton, & Drager, 2014), strategy instruction (Kent-Walsh & McNaughton, 2005), and principles of adult learning (Bryan, 2009). This investigation implemented an interrupted time-series design with nine teacher-student dyads. Special education teachers were taught to provide evocative communication opportunities (opportunities that place the child in an active role) that consisted of: (a) asking an open ended question, commenting, or making a choice; (b) providing a means for the student to respond; and, (c) waiting five sec for a response. Following the training all nine special education teachers increased the number of evocative communication opportunities provided to students with CCN. Additionally, all nine students with CCN increased the number of communication turns taken following their teachers participating in the training. The results of this study provide key information on training communication partners living in LAMI countries.