Teaching Paraeducators to Support the Communication of Young Children With Complex Communication Needs
Paraeducators are frequent communication partners for young children with complex communication needs (CCN) in early childhood settings. This study examined the impact of instruction to paraeducators in two communication interaction strategies (IPLAN [Identify activities for communication, Provide m...
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| Veröffentlicht in: | Topics in early childhood special education 2013-08, Vol.33 (2), p.91-101 |
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| container_title | Topics in early childhood special education |
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| creator | Douglas, Sarah N. Light, Janice C. McNaughton, David B. |
| description | Paraeducators are frequent communication partners for young children with complex communication needs (CCN) in early childhood settings. This study examined the impact of instruction to paraeducators in two communication interaction strategies (IPLAN [Identify activities for communication, Provide means for communication, Locate and provide vocabulary, Arrange environment, use iNteraction strategies] and MORE [Model AAC, Offer opportunities for communication, Respond to communication, Extend communication]) on the number of communication opportunities provided by paraeducators during play activities with young children with CCN. Results of the study provide evidence that after 2 hr of one-on-one training, paraeducators increased the number of communication opportunities they provided for children with CCN, and children with CCN took an increased number of communication turns. In addition, paraeducators reported that they found the training beneficial, and the supervising teachers noted improvements in the communication support provided by the paraeducators. Limitations and future research directions are discussed. |
| doi_str_mv | 10.1177/0271121412467074 |
| format | Article |
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This study examined the impact of instruction to paraeducators in two communication interaction strategies (IPLAN [Identify activities for communication, Provide means for communication, Locate and provide vocabulary, Arrange environment, use iNteraction strategies] and MORE [Model AAC, Offer opportunities for communication, Respond to communication, Extend communication]) on the number of communication opportunities provided by paraeducators during play activities with young children with CCN. Results of the study provide evidence that after 2 hr of one-on-one training, paraeducators increased the number of communication opportunities they provided for children with CCN, and children with CCN took an increased number of communication turns. In addition, paraeducators reported that they found the training beneficial, and the supervising teachers noted improvements in the communication support provided by the paraeducators. Limitations and future research directions are discussed.</description><identifier>ISSN: 0271-1214</identifier><identifier>EISSN: 1538-4845</identifier><identifier>DOI: 10.1177/0271121412467074</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Children with disabilities ; Communication ; Communication Problems ; Communication Strategies ; Developmental disabilities ; Disabilities ; Early Childhood Education ; Interaction ; Intervention ; Paraprofessional School Personnel ; Professional Development ; Program Effectiveness ; Special education teachers ; Studies ; Teacher education ; Training ; United States (Mid Atlantic States) ; Video Technology ; Young Children</subject><ispartof>Topics in early childhood special education, 2013-08, Vol.33 (2), p.91-101</ispartof><rights>Hammill Institute on Disabilities 2012</rights><rights>Copyright SAGE PUBLICATIONS, INC. 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This study examined the impact of instruction to paraeducators in two communication interaction strategies (IPLAN [Identify activities for communication, Provide means for communication, Locate and provide vocabulary, Arrange environment, use iNteraction strategies] and MORE [Model AAC, Offer opportunities for communication, Respond to communication, Extend communication]) on the number of communication opportunities provided by paraeducators during play activities with young children with CCN. Results of the study provide evidence that after 2 hr of one-on-one training, paraeducators increased the number of communication opportunities they provided for children with CCN, and children with CCN took an increased number of communication turns. In addition, paraeducators reported that they found the training beneficial, and the supervising teachers noted improvements in the communication support provided by the paraeducators. Limitations and future research directions are discussed.</description><subject>Children with disabilities</subject><subject>Communication</subject><subject>Communication Problems</subject><subject>Communication Strategies</subject><subject>Developmental disabilities</subject><subject>Disabilities</subject><subject>Early Childhood Education</subject><subject>Interaction</subject><subject>Intervention</subject><subject>Paraprofessional School Personnel</subject><subject>Professional Development</subject><subject>Program Effectiveness</subject><subject>Special education teachers</subject><subject>Studies</subject><subject>Teacher education</subject><subject>Training</subject><subject>United States (Mid Atlantic States)</subject><subject>Video Technology</subject><subject>Young Children</subject><issn>0271-1214</issn><issn>1538-4845</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><recordid>eNp1kE1LxDAURYMoOI7u3QgF19W8Jk3SpZTxC1HBEXFV0vR12mGmqUkL-u9tqYgMuHqLc-59cAk5BXoBIOUljSRABBwiLiSVfI_MIGYq5IrH-2Q24nDkh-TI-zWlFCTnM1IuUZuqblbBs3Yai97ozjofdDZ46dvWui7oKgxSu932TT3A2jaBLYN32w-ZtKo3hcMmeKu7apTaDX7uyI-IhT8mB6XeeDz5uXPyer1Yprfhw9PNXXr1EBrGoAs1TUyuNUMeS0NRAdclCF6oSFHB4wSoZCwxKDRTAkSBUkCiRc4hVyovYjYn51Nv6-xHj77L1rZ3zfAyG6dhImZ0tOhkGWe9d1hmrau32n1lQLNxzWx3zSFyNkXQ1eZXX9wDhThiauDhxL1e4Z-n__V9AwdjfSw</recordid><startdate>20130801</startdate><enddate>20130801</enddate><creator>Douglas, Sarah N.</creator><creator>Light, Janice C.</creator><creator>McNaughton, David B.</creator><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>NAPCQ</scope><scope>U9A</scope></search><sort><creationdate>20130801</creationdate><title>Teaching Paraeducators to Support the Communication of Young Children With Complex Communication Needs</title><author>Douglas, Sarah N. ; Light, Janice C. ; McNaughton, David B.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c331t-a09cbaa3e457c0e814af164d82806459107339ce6a38616de7619a6b41b88bd53</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Children with disabilities</topic><topic>Communication</topic><topic>Communication Problems</topic><topic>Communication Strategies</topic><topic>Developmental disabilities</topic><topic>Disabilities</topic><topic>Early Childhood Education</topic><topic>Interaction</topic><topic>Intervention</topic><topic>Paraprofessional School Personnel</topic><topic>Professional Development</topic><topic>Program Effectiveness</topic><topic>Special education teachers</topic><topic>Studies</topic><topic>Teacher education</topic><topic>Training</topic><topic>United States (Mid Atlantic States)</topic><topic>Video Technology</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Douglas, Sarah N.</creatorcontrib><creatorcontrib>Light, Janice C.</creatorcontrib><creatorcontrib>McNaughton, David B.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Nursing & Allied Health Premium</collection><jtitle>Topics in early childhood special education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Douglas, Sarah N.</au><au>Light, Janice C.</au><au>McNaughton, David B.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1015238</ericid><atitle>Teaching Paraeducators to Support the Communication of Young Children With Complex Communication Needs</atitle><jtitle>Topics in early childhood special education</jtitle><date>2013-08-01</date><risdate>2013</risdate><volume>33</volume><issue>2</issue><spage>91</spage><epage>101</epage><pages>91-101</pages><issn>0271-1214</issn><eissn>1538-4845</eissn><abstract>Paraeducators are frequent communication partners for young children with complex communication needs (CCN) in early childhood settings. This study examined the impact of instruction to paraeducators in two communication interaction strategies (IPLAN [Identify activities for communication, Provide means for communication, Locate and provide vocabulary, Arrange environment, use iNteraction strategies] and MORE [Model AAC, Offer opportunities for communication, Respond to communication, Extend communication]) on the number of communication opportunities provided by paraeducators during play activities with young children with CCN. Results of the study provide evidence that after 2 hr of one-on-one training, paraeducators increased the number of communication opportunities they provided for children with CCN, and children with CCN took an increased number of communication turns. In addition, paraeducators reported that they found the training beneficial, and the supervising teachers noted improvements in the communication support provided by the paraeducators. 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| ispartof | Topics in early childhood special education, 2013-08, Vol.33 (2), p.91-101 |
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| language | eng |
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| source | SAGE Complete A-Z List |
| subjects | Children with disabilities Communication Communication Problems Communication Strategies Developmental disabilities Disabilities Early Childhood Education Interaction Intervention Paraprofessional School Personnel Professional Development Program Effectiveness Special education teachers Studies Teacher education Training United States (Mid Atlantic States) Video Technology Young Children |
| title | Teaching Paraeducators to Support the Communication of Young Children With Complex Communication Needs |
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