Matching Students to Augmentative and Alternative Communication: A Single Case Study

Autor/inn/en	DiMeo, Sarah; Baxter, Mary Frances; Zapf, Susan; Pemberton, Jane; Amerih, Husny
Titel	Matching Students to Augmentative and Alternative Communication: A Single Case Study
Quelle	In: Journal of the American Academy of Special Education Professionals, (2018), S.48-65 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Augmentative and Alternative Communication; Assistive Technology; Intervention; Program Effectiveness; Individualized Education Programs; Selection Tools; Special Education Teachers; Allied Health Personnel; Speech Language Pathology; Special Needs Students; Elementary School Students; Public Schools; Goal Orientation; School Aides + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Auslesekriterium; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Public school; Öffentliche Schule; Zielorientierung; Zielvorstellung; Schulbegleitende Hilfe
Abstract	The purpose of this case study was to examine if the Matching Assistive Technology to Child Augmentative Communication Evaluation Simplified (MATCH-ACES) assessment can help a special education team select an augmentative and alternative communication (AAC) intervention for a student with special needs. Additionally, this study identified the relative contributions of other interventions that the student received to begin to understand the impact that AAC had on the student. This study was a single case study and used a pretest-posttest design. There was a relationship between using the MATCH-ACES and the student's individualized education goal improvement. Personal assistance, support from related services, and AAC device use significantly contributed to the student's goal improvement. Future research should address using the MATCH-ACES assessment tool with a larger sample of students and examine the significance of the contributions of other interventions to confirm and identify critical supports for students with special needs. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01