Examples of the Four Sources of Collective Efficacy for AAC
Mastery Experiences
Vicarious Experiences
Social Persuasion Positive Emotional States
Team selects activities and vocabulary to use in working toward a goal. They share data and review it together.
Video tape the stu- dent using the device and share it with other members of the team.
Send encouraging notes to another team member.
Discuss feelings about using the device.
Team collaboratively comes up with lookfors (see image 2).
Discuss successes with other members of the team.
Praise team members when you see them supporting commu- nication, specifically when they are using AAC with the student.
Seeing the student excited when using the AAC system.
Track student progress over time using the Communication Matrix to show growth.
Observe other stu- dents using AAC devices successfully.
During team meetings, give positive feedback.
Observing increased access to curriculum or peer interactions.
Image 5: Examples of AAC activities for the four sources of collective efficacy.
could include, “Tell me what you mean when you said you understand what the student wants”, or “Tell me more about how the student can express their emotions.” If a response indicates frustration, use a cathartic stem: “I’m noticing you’re experiencing some feelings right now. Would it be OK to explore those?” This approach acknowledges emotions while fostering collective efficacy and a shared vision. Supportive stems encourage the person to use the collective efficacy sources of social persuasion and build positive emotional states. An example might be, “You did a great job waiting for the student to find the button they wanted and gave a good amount of wait time.” Sometimes, a confrontational stem may be necessary. Always approach confrontation privately and with care, focusing on creating a safe space for open dialogue. For example, you might say, “What’s another way you might support this student’s communication without him relying on behaviors?” Coaching through AAC use requires sensitivity, strategic planning, and a deep commitment to addressing resistance with compassion and clarity. By building collective efficacy and
addressing resistance, we can create lasting positive change for students and teams alike. CONCLUSION The implementation of AAC presents multiple challenges for teams. Harnessing the four sources of collective efficacy can be highly effective for implementing evidence-based practices with students and determining and attaining a shared goal. Collective efficacy is built through an intentional process and pooling of resources, and energy. “There needs to be attention to ensure collective efficacy is not seen as mere teachers working together and meeting, and the focus of the efficacy needs to be clearly on maximizing the impact on students.” (Hattie 2019) Leveraging collective efficacy to support AAC implementation in teams can build positive momentum and fully realize the infinite potential of the student’s communication and language. This momentum provides the necessary resilience for teams to navigate challenges, maintain progress in AAC implementation, and ultimately drive student success to independent communication.
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