Affiliation:
1. University of Kentucky, Lexington
Abstract
This article presents the rationale, evidence base, and strategies for teachers and related service personnel to implement peer-assisted Augmentative & Alternative Communication (AAC) modeling with their students with complex communication needs within inclusive settings across the school day. Specific steps for teaching the student’s same-age peers to use aided AAC modeling are provided, as well as overall recommendations for implementation. Aided AAC modeling examples and strategies for collecting data on student AAC use are also included.
Funder
This manuscript was supported through a subcontract with the TIES Center, University of Minnesota. The TIES Center is a Cooperative Agreement
Subject
Developmental and Educational Psychology,Education
Cited by
2 articles.
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