M. Alexandra Da Fonte

Assessing Acquisition of and Preference for Mand Topographies During Functional Communication Training

We assessed acquisition and preference for various mand topographies in the presence of establishing operations that, historically, evoked the aggression of a child with autism. First, we implemented functional communication training (FCT) and reinforced picture exchange, iPad®, or GoTalk® activations in a multi-element format (noting differences in aggression and/or mand independence across conditions). Then, we conducted a concurrent-operant mand preference assessment. Finally, we presented assessment results to the subject’s mother and asked her to indicate her own preference. Parent and subject preferences were aligned and we completed therapy using the iPad®.

Recommended Augmentative and Alternative Communication Competencies for Special Education Teachers

Abstract Empirical evidence supports the notion of special education teachers receiving limited pre-service training in augmentative and alternative communication (AAC). This lack of training is not only evident in the United States but in other countries such as United Kingdom, India, and Israel. Yet the teaching demands for the use of AAC are increasing as more students with complex communication needs are entering the school systems. As a result, this paper outlines four special education teacher competencies needed to effectively address the communication needs of these students. The four competencies consist of the needs for training in the areas of (1) communication development and communicative competencies, (2) teamwork and collaborative practices, (3) role and functions of AAC systems, and (4) AAC assessment and instructional strategies. These competencies are aligned to the standards from the Council for Exceptional Children and the literature available on AAC training. Evidence suggests there i...

A review comparing AAC intervention components yields a list of studied components, but conclusions regarding comparative effectiveness appear flawed

This review provides a summary and appraisal commentary on the treatment review by Gevarter, C., O’Reilly, M. F., Rojeski, L., Sammarco, N., Lang, R., Lancioni, & G. E., & Sigafoos, J. (2013). Comparisons of intervention components within augmentative and alternative communication systems for individuals with developmental disabilities: A review of the literature. Research in Developmental Disabilities, 34, 4404–4414 Source of funding and declaration of interests: Funding sources were not reported, and the authors did not report other conflicts of interest.

Comparing multiple communication modalities yields mixed results indicating that a broad focus may lead to narrow recommendations

Gevarter, C., O’Reilly, M. F., Rojeski, L., Sammarco, N., Lang, R., Lancioni, G. E., & Sigafoos, J. (2013). Comparing communication systems for individuals with developmental disabilities: A review of single-case research studies. Research in Developmental Disabilities, 34, 4415–4432. Source of funding and declaration of interests: Funding sources were not reported and the authors did not report other conflicts of interest.

Working Collaboratively with Support Staff for Inclusive Education

Abstract Teachers play a vital role in the structure of their classrooms. Part of this structure is having a clear understanding of the importance of not only supporting their students, but also the teacher assistants/support staff with whom they collaborate. Providing teacher assistants/support staff with guidance, information on student needs and classroom structures, team-building strategies, training, and supervision sets the stage for a positive climate for collaboration, teamwork, and learning. Consequently, teachers should be proactive and diligent to ensure high-quality training and supervision for teacher assistants/support staff, as this will have a direct impact on the services and learning opportunities being provided to the students.