Author ORCID Identifier
Date Available
12-2-2024
Year of Publication
2024
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Special Education
Advisor
Dr. Melinda J. Ault
Abstract
The purpose of this study was to investigate the impact of training and coaching neurotypical peers on aided language modeling (ALM), specifically in their ability to provide increased and effective models on a peer’s augmentative and alternative (AAC) device. The neurotypical peers received training and coaching to apply the strategy while interacting with an AAC user during social break times in a third-grade general education classroom. A multiple-probe design across participants was implemented to assess the impact of the peer training and coaching intervention. The results showed that this intervention was effective in increasing the frequency of ALMs provided by neurotypical peers.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2024.441
Recommended Citation
Harris, Caitlyn, "ENHANCING AAC MODELS IN ELEMENTARY CLASSROOMS: THE IMPACT OF TRAINING AND COACHING PEERS IN AIDED LANGUAGE MODELING" (2024). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 157.
https://uknowledge.uky.edu/edsrc_etds/157
