Educational Assistants’ Use of ImPAACT for Increasing Message Selection and Turn-Taking with Children with Complex Communication Needs

Abstract

Context: Educational assistants (EAs) provide extensive and individualized support for many students who require augmentative and alternative communication (AAC) in school systems. An important factor related to student’s success is EA training and skill development for effective communication with children who use AAC.

Case Report: This case series examined ImPAACT: Improving Partner Applications of Augmentative Communication Techniques with three EA and student dyads. The study investigated whether a comparable treatment effect as found in Binger et al. (2010) could be demonstrated. Three phases of intervention (i.e., baseline, instruction, and generalization) were investigated. All phases were completed in the public school setting in which the students were enrolled and the EAs were employed. EA’s correct application of instructional strategies, student’s multi-symbol selections, and student’s turns were calculated. Type and form of student’s turn were calculated as well.

Conclusions: All EAs increased correct application of strategies and all students increased use of multi-symbol selections and overall number of turns taken. Students’ type of turn (i.e., response, comment, initiation) and form of turn (i.e., vocalization, gesture, symbol selection) increased and diversified. Variable rates of behavior were noted across EAs and students. Potential explanations for these findings are discussed.