为使用 AAC 的儿童提供支持的专业人员的教学决策

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL
Melinda R. Snodgrass, Sarah N. Douglas, Virginia L. Walker, Yun-Ching Chung
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引用次数: 0

摘要

尽管在辅助和替代性交流(AAC)领域取得了进步,但需要辅助和替代性交流的儿童的结果仍然令人沮丧。从业人员可能会受益于帮助语言前交流者的决策指南。我们对 30 名辅助和替代性交流专业人员进行了开放式问卷调查,以确定是否已就所需的评估信息、应教授的交流技能以及应采用的教学策略达成共识,从而为语言前交流者的辅助和替代性交流学习提供支持。我们分四个迭代阶段使用定性内容分析法对答复进行了分析。我们提供了五项陈述,这些陈述反映了与会的 AAC 专业人员之间的共识和分歧。这些发现提供了与评估、交流能力、教学策略、决策和交流伙伴教学相关的重要见解。这一初步探索的结果表明,有必要持续开展有针对性的研究,以便为人工辅助器具决策提供指导,并关注背景(如所使用的语言、服务结构)以及人工辅助器具决策方面的岗前和在岗培训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Instructional Decision-Making of Professionals Who Support Children Who Use AAC
Despite advances in the field of augmentative and alternative communication (AAC), outcomes among children who require AAC remain discouraging. Practitioners may benefit from guidelines to aid decision-making in relation to supporting pre-linguistic communicators. We conducted an open-ended questionnaire of 30 AAC professionals to determine if consensus existed regarding the assessment information needed, the communication skills to teach, and the instructional strategies to employ to support AAC learning for pre-linguistic communicators. We analyzed the responses using qualitative content analysis in four iterative phases. We provide five statements that reflect areas of consensus and divergence among the participating AAC professionals. These findings provide important insights related to assessment, communicative competence, instructional strategies, decision-making, and communication partner instruction. Findings of this preliminary exploration indicate the need for ongoing and targeted research related to AAC decision-making guidance that attends to context (e.g., languages spoken, service structures) and pre- and in-service training in AAC decision-making.
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来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
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