z-logo
open-access-imgOpen Access
Effects of Online Training on Educators’ Knowledge and Use of System of Least Prompts to Support Augmentative and Alternative Communication
Author(s) -
Ashley McCoy,
David McNaughton
Publication year - 2020
Publication title -
journal of behavioral education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.804
H-Index - 38
eISSN - 1573-3513
pISSN - 1053-0819
DOI - 10.1007/s10864-020-09374-6
Subject(s) - augmentative and alternative communication , psychology , augmentative , training (meteorology) , mathematics education , pedagogy , applied psychology , linguistics , philosophy , psychiatry , physics , meteorology
The present study evaluated the effects of online training on educators' knowledge and use of system of least prompts (SLP) to support the communication of individuals with autism (ASD) who use augmentative and alternative communication (AAC). A pre/posttest group design with switching replications was utilized. Three dependent variables: (a) knowledge of SLP, (b) planning for SLP, and (c) performance of SLP implementation during teleconference role-plays, were analyzed using a two-way mixed analysis of variance (ANOVA). Results indicate that training was effective in increasing educators' knowledge as well as the ability to plan for SLP. Implementation of SLP also increased over time, however, data analysis did not support the conclusion that this result was directly related to the online training. Additional results suggest that the participants viewed online instruction, with teleconference role-play assessments and case study vignettes, as a socially valid activity. Participants reported learning a valuable skill and as a result of the training were more confident working with individuals who use AAC. Implications, limitations, and directions for future research are also discussed.

The content you want is available to Zendy users.

Already have an account? Click here to sign in.
Having issues? You can contact us here