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Communication Partner Training for Paraeducators
sdouglas23
8/20/2019 7:57 PM
In my years as a teacher one thing I found daunting was training paraeducators to support students with complex communication needs. There's so much to learn, and the support that is provided is so critical to outcomes for these individuals. There's a growing body of research identifying interventions for various communication partners with parents and teachers being targeted most often. However, paraeducators are often the individuals that spend the most time with students with complex communication needs. What they do to support these students matters! So, how can educators and speech language pathologists ensure high quality supports from paraeducators? They can provide high quality training. Check out a sampling of the growing body of research related to interventions for paraeducators supporting children with complex communication needs.
Douglas, S. N. (2012). Teaching paraeducators to support the communication of individuals who use augmentative and alternative communication: A literature review. Current Issues in Education, 15(1). Link to the article here
Douglas, S. N., Light, J. C., & McNaughton, D. B. (2013). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education, 33(2), 91-101. Link to the article here
Douglas, S. N., McNaughton, D., & Light, J. (2013). Online training for paraeducators to support the communication of young children. Journal of Early Intervention, 35(3), 223-242. Link to the article here
Pitman, D., Bellon-Harn, M. L., & Moody, S. (2016). Educational Assistants’ Use of ImPAACT for Increasing Message Selection and Turn-Taking with Children with Complex Communication Needs. International Journal of Speech & Language Pathology and Audiology, 4(2), 37-49. Link to the article here
Sennott, S. C., & Mason, L. H. (2016). AAC modeling with the iPad during shared storybook reading pilot study. Communication Disorders Quarterly, 37(4), 242-254. Link to the article here
Wermer, L., Brock, M. E., & Seaman, R. L. (2018). Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs. Focus on Autism and Other Developmental Disabilities, 33(4), 217-226. Link to the article here
And there's even more research coming to you soon. Check out this awesome development grant to create paraeducator focused training with teacher coaching for children with complex communication needs. It's currently under way. Link to the grant award here
What are you waiting for? Start implementing your paraeducator communication partner training today and see your the communication of your student grow tomorrow!
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Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging