ensuring access to personal AAC systems with a prioritized set of core vocabulary and embedding communication instruction into the daily activities and academic routines of the school day. Previous work has supported the important role teachers and other classroom staff can play in the delivery of evidence-based AAC instruction in the classroom (see Clendon & Anderson, 2016; Kent-Walsh, Murza, Malani, & Binger, 2015). TEACHING PRACTICES The evidence-based teaching practices central to the Project Core implementation model include: (a) access to personal AAC systems for all; (b) identification and attribution of meaning to early communication acts; (c) use of aided language input strate- gies; (d) use of a prioritized core vocabulary and (e) application of naturalistic teaching principles and techniques. Each of these practices are discussed briefly here and an annotated collection of articles summarizing research on these practices is available at: project-core.com/annotated-bibliography/. Access to personal AAC systems for all. AAC is an evidence- based practice supported by meta-analyses (Ganz et al., 2012; Schlosser & Lee, 2000) and systematic reviews (Douglas, Light, & McNaughton., 2012; Ganz et al., 2012; Holyfield, Drager, Kremkow, & Light, 2017; Romski, Sevcik, Barton-Hulsey, & Whitmore, 2015). In fact, the body of evidence suggests that all students who cannot use speech to meet their communica- tion needs can benefit from AAC intervention regardless of the severity of their intellectual or cognitive disability (Snell et al., 2010). For example, a meta-analysis of 50 single-case experi- mental studies, more than half of which focused on students with significant cognitive disabilities, supports the effectiveness of AAC intervention, generalization and maintenance (Schlosser & Lee, 2000). A second meta-analysis of 24 single-case studies of students with autism spectrum disorders who could not use speech to meet their communication needs revealed large effect sizes for the use of AAC to support expressive communi- cation, social skills, academics and the reduction of challenging behaviors (Ganz et al., 2012). Across the interventions included in these studies, students were taught to use various forms of graphic symbols to meet a variety of communication needs using different approaches to intervention. Identification and attribution of meaning to early communication acts. Before children use speech, signs or symbols to communicate, they rely on non-symbolic forms of communication like body movements (e.g., turning away), facial expressions (e.g., smile), gestures (e.g., pointing) and vocalizations (e.g., laughter) (Rowland, 2011). Caregivers who are responsive to early non-symbolic forms of communication support later language acquisition (Yoder, McCathren, Warren, & Watson, 2001). Similarly, beginning communicators of all ages benefit from responsive partners who honor the intent of these early behaviors and demonstrate symbolic forms of communi-
cation. This honoring of non-symbolic forms of communication helps students build an initial understanding that they can influ- ence others. Demonstrating the use of symbolic alternatives to non-symbolic behaviors helps students learn that symbols carry meaning and can be used to communicate. These are important first steps to learning to use AAC (Beukleman & Mirenda, 2013). Teachers and classroom staff can watch for these early forms of communication, interpret and honor them and demonstrate more conventional, symbolic forms that offer another way to express the same idea. One tool that can be helpful in learning to recognize and build on these early forms of non-symbolic communication is called the Communication Matrix (Rowand, 2011). The Commu- nication Matrix is a teacher and parent-friendly assessment that is organized by behaviors at seven levels of communication ability across four basic reasons to communicate, including: (a) refusing things that are not wanted; (b) obtaining things that are wanted; (c) engaging in social interactions and (d) providing or seeking information. For each of these reasons to communicate, all of the behaviors a student uses are observed and reported. Behaviors become increasingly intentional and symbolic across levels, with the earliest levels requiring interpretation of behav- iors that are not yet used with communicative intent and the highest level reflecting a student’s ability to put two or more symbols together to construct messages. The Communication Matrix is a valid and reliable measure that is available free of charge from: communicationmatrix.org. Use of aided language input strategies. Aided language input is a teaching strategy that can be used across the school day. There is a strong and growing evidence base supporting the benefits of providing aided language input during natural communication interactions (e.g., Brady, Thiemann-Bourque, Fleming & Mathews, 2013; O’Neill, Light & Pope, 2018; Romski & Sevcik, 1996; Sennott, Light & McNaughton, 2016). Spoken models alone do not help students learn to use symbols on an AAC system to communicate. Instead, students need others to demonstrate the use of symbols and AAC (Shire & Jones, 2015). In its simplest form, aided language input involves pointing to symbols on an AAC system while speaking to students, using succinct language and holding the point long enough for students to see it and have a chance to make a meaningful connection between the symbol and the context in which the spoken word is used. It is not necessary to point to a symbol for every spoken word. Nor is it necessary to limit the words spoken to only the symbols that are available. Adults can say anything they want, but should try to include one or two words that provide an opportunity to demonstrate use of the available symbols. When students see adults using symbols to communi- cate, they get to see the power of the words they have available to them.
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