Teachers' use of augmented input and responsive strategies in schools for students with intellectual disability: A multiple case study of a communication partner intervention.

IF 2.5 Q1 EDUCATION, SPECIAL
Autism and Developmental Language Impairments Pub Date : 2024-10-14 eCollection Date: 2024-01-01 DOI:10.1177/23969415241290419
Sofia Wallin, Gunilla Thunberg, Helena Hemmingsson, Jenny Wilder
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引用次数: 0

Abstract

Background and aims: Teachers serve as critical communication partners for students with intellectual disability (ID) who face communication difficulties. However, teachers may lack sufficient training in using communication partner strategies and augmentative and alternative communication (AAC) in the classroom. This study aimed to explore teacher application of a communication partner intervention (AKKtiv ComPal) in schools for students with ID.

Methods: Video observations were conducted at four schools during a teacher-led group activity at pre- and postintervention, with follow-up 7 months later, focusing on communication partner strategies and AAC use applied as a universal approach in the classroom. Differences and similarities in intervention application and contextual factors that may influence teacher application were investigated using a multiple case study approach, in which the four teachers and their contexts served as the four examined cases.

Results: All cases increased the access to communication boards in the classroom and used more augmented input and responsive strategies following intervention. Follow-up measures revealed variability in augmented input and sustained or more use of responsive strategies. Despite increased strategy use, access to communication boards remained inconsistent, and augmented input was used with variability across observation minutes. Influencing factors to teacher application seemed to be classroom setups (such as having a table), previous AAC skills, student characteristics, and postintervention efforts such as repeating the intervention or participating in follow-up sessions.

Conclusions: This study demonstrates that classroom teachers for students with ID can use augmented input and responsive strategies as a universal design approach in the classroom following the AKKtiv ComPal intervention. However, teachers may utilize the strategies somewhat differently, partly influenced by their contextual factors.

Implications: The findings suggest that while teachers for students with ID can successfully use communication partner strategies in the classroom, their use of augmented input should be nurtured over time to ensure sustained use and possibly improve consistency. Additionally, adapting to the physical environment of the classroom is crucial to optimize the application of these strategies.

教师在智障学生学校中使用增强输入和响应策略的情况:沟通伙伴干预的多案例研究。
背景和目的:对于有沟通障碍的智障学生来说,教师是他们重要的沟通伙伴。然而,教师在课堂上使用交流伙伴策略和辅助及替代性交流(AAC)方面可能缺乏足够的培训。本研究旨在探讨教师在学校中为智障学生应用交流伙伴干预措施(AKKtiv ComPal)的情况:方法:在四所学校的教师主导小组活动中,对干预前和干预后的情况进行了视频观察,并在 7 个月后进行了随访,重点观察交流伙伴策略和辅助交流技术在课堂中的普遍应用。我们采用多重案例研究法调查了干预应用的异同以及可能影响教师应用的背景因素,其中四位教师及其背景作为四个被研究的案例:结果:所有案例都增加了课堂上使用交流板的机会,并在干预后使用了更多的增强输入和响应策略。后续测量显示,在增强输入和持续或更多地使用反应策略方面存在差异。尽管增加了策略的使用,但对交流板的使用仍然不一致,增强输入的使用在观察分钟内也有差异。影响教师应用的因素似乎是教室设置(如有桌子)、以前的辅助交流技能、学生特点以及干预后的努力,如重复干预或参加后续课程:本研究表明,智障学生的任课教师可以在 AKKtiv ComPal 干预后,在课堂上使用增强输入和响应策略作为通用设计方法。然而,教师在使用这些策略时可能会有些不同,部分原因是受其环境因素的影响:研究结果表明,虽然智障学生的教师可以在课堂上成功地使用交流伙伴策略,但他们对增强型输入法的使用应经过一段时间的培养,以确保持续使用,并有可能提高一致性。此外,适应教室的实际环境对于优化这些策略的应用也至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Autism and Developmental Language Impairments
Autism and Developmental Language Impairments Psychology-Clinical Psychology
CiteScore
3.20
自引率
0.00%
发文量
20
审稿时长
12 weeks
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