Natalie R. Andzik

Practitioner-Implemented Functional Communication Training: A Review of the Literature

Although functional communication training (FCT) is an effective intervention for increasing appropriate forms of communicative behaviors and decreasing inappropriate forms of communication (i.e., challenging behavior) in students with disabilities, its effectiveness might depend to some extent on the expertise of the interventionist. The purpose of this review was to analyze the literature on practitioner-implemented FCT to (a) determine whether there is sufficient evidence to support practitioners’ ability to effectively implement FCT with fidelity and (b) assess the quality of the studies included for review. Twelve studies were identified and summarized, and the outcomes of these studies suggest that practitioners could effectively implement FCT. This generally positive finding is discussed in terms of the need to ensure fidelity of implementation and the need for additional research into the generalization and maintenance of outcomes from practitioner-implemented FCT interventions.

Findings Across Practitioner Training Studies in Special Education: A Comprehensive Review and Meta-Analysis:

Existing reviews address important questions about subsets of practitioner training studies in special education but leave important questions about the broader literature unanswered. In this comprehensive review, we identified 118 peer-reviewed single-case-design studies in which researchers tested the efficacy of practitioner training on implementation of educational practices to students with disabilities. We found publication of studies has proliferated in recent years, and most studies involved a multiple-baseline or multiple-probe design, researchers as training agents, in-service special education teachers or paraprofessionals as trainees, and students with learning disabilities or autism spectrum disorder as recipients of intervention. Through visual analysis, we detected 521 effects out of 626 opportunities across studies. The mean d-Hedges-Pustejovky-Shadish effect size was d = 2.48. Behavioral-skills training was associated with the most consistent improvement of implementation fidelity. We found statistically significant associations between implementation fidelity and modeling, written instructions for implementation, and verbal performance feedback.

Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication

Abstract Augmentative and alternative communication (AAC) systems serve as the primary communication mode for many students with complex communication needs. The aim of this study was to describe the naturally occurring communication opportunities of students using AAC systems. We observed 23 students for a total of 117 hours across general education, special education, and non-academic settings. For each communication event, we recorded the setting, communication partner, student communication mode, availability of the AAC system, independent or prompted responses, and the consequence. Communication events primarily occurred with adults and very few spontaneous initiations were observed. On average, students were presented with 17 opportunities to respond per hour. However, in nearly half of these opportunities, students did not have access to their AAC system. Results from our observations indicated more deliberate efforts are needed to ensure students have appropriate access and opportunity to use AAC systems across school environments.

National survey describing and quantifying students with communication needs

ABSTRACT Purpose: Research literature has yet to quantify and describe how students with complex communication needs are supported in the classroom and how special educators are being prepared to offer support. This study sought out special educators to complete a survey about their students with complex communication needs. Method: Over 4,000 teachers representing 50 states reported on the communicative and behavioral characteristics of 15,643 students. Teachers described the training they have received and instructional approaches they used. Results: The majority of students were reported to use speech as their primary communication mode. Over half of students utilizing alternative and augmentative communication (AAC) were reported to have non-proficient communication. Teacher training varied across respondents as well as the supports they used to support these students in the classroom. Conclusion: The majority of students with disabilities using AAC when communicating across the nation are not proficiently communicating. Implications and recommendations will be discussed.

Switch on the Learning: Teaching Students With Significant Disabilities to Use Switches

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 48 , N o. 4 , pp . 20 4 – 21 2. C op yr ig ht 2 01 6 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 56 23 51 7 “It’s Jeremiah’s turn. Hit the switch, Jeremiah,” was frequently repeated to Jeremiah by the teachers and students in his classroom. Every time he tilted his head to press a switch, something would happen. Sometimes music would come on, and other times a recorded voice would play, but every time he activated the switch, Jeremiah’s teachers excitedly told him that he had done a “good job.” Ms. Collins, Jeremiah’s teacher, loved to see Jeremiah interacting with his classmates and engaging in lessons, but she was frustrated with his lack of initiation and independence when using his switch. She had been working with Jeremiah for almost a full school year, yet he still required several prompts to activate the switch. She wanted to help Jeremiah begin to initiate using his switch more independently regardless of the activity or the setting.

Exploring Relationships Between Teacher Training and Support Strategies for Students Utilizing Augmentative and Alternate Communication

Abstract Schools in the United States support a large group of students requiring the assistance of augmentative and alternate communication (AAC). It is currently unknown what types of training an...

AAC services in schools: a special educator’s perspective

Objectives: Students with intellectual and developmental disabilities often require augmentative and alternative communication (AAC) to fully meet their academic and social potential. AAC supports can be challenging for some educators to implement. This study sought to bring light to these challenges. Methods: A qualitative interview approach was utilized to examine the perspectives of 14 special education teachers who supported students using AAC systems. Participants described their experiences regarding providing AAC services. Results: Despite receiving some supports, the majority of teachers identified challenges, including inadequate training, lack of comprehensive assessment, inadequate preparation time, and inconsistent AAC implementation across team members. Conclusion:This study highlighted key factors that impacted AAC access and outcomes of students with complex communication needs. Practical implications and future research needed to enhance the communication outcomes of students were discussed.

Improving Pre-Service Teachers’ Performance Skills Through Behavioral Skills Training

In higher education, instruction that incorporates effective performance skills training is vital to equipping pre-service teachers with the tools they will use to educate children. This study evaluated the effects of behavioral skills training (BST) on performance of evidence-based practices by undergraduate pre-service special education teachers. A pre–post design was used to evaluate performance during role-play. BST sessions produced higher levels of correct performance than baseline measures across all seven participants. We discuss limitations of these results with suggestions for future research, along with recommendations for incorporating BST into university settings.

A Review of the Pyramidal Training Approach for Practitioners Working With Individuals With Disabilities

Pyramidal training has been used for many years to expedite training for those who work with individuals with disabilities and utilizes an expert who provides training to a practitioner who then trains another practitioner to implement practices with clients. Fourteen articles were analyzed to investigate the viability of this training approach for practitioners of all types who support individuals with disabilities. Research does support the effectiveness of pyramidal training within the parameters with which it has been evaluated in this review. All Tier 1 participants made improvement; 83% of Tier 2 participants and 43% of individuals with disabilities showed improvement. Future researchers are encouraged to analyze not only the fidelity of the implementation of these practices but also the changes among the individuals with disabilities. To that end, progress monitoring is necessary to determine whether the implementation was the cause for the meaningful gains for the population being served.