Utilising collaborative learning strategies with children who use AAC: A pilot online training program for speech-language pathologists

Abstract

Purpose

Children who utilise augmentative and alternative communication (AAC) have difficulty participating in interactions with peers and speech-language pathologists (SLPs) lack training in the development of activities to specifically target participation. The purpose of the current study was to explore a pilot online training program designed to provide information about the development of collaborative learning (CL) activities to support participation.

Method

A single-subject, multiple baseline across six participants in an initial group and a replication group was completed to assess the number of CL elements included in probe responses during baseline, intervention, and maintenance phases.

Result

SLPs were highly accurate in their ability to answer multiple choice questions about CL elements (80%–90%); however, the overall effect of the intervention was weak with a Tau-U of 0.48 for the initial group and 0.53 for the replication group.

Conclusion

SLPs can begin to develop skills in designing CL activities for children who utilise AAC as a means to support participation and foster social interaction. Future research is necessary to design efficient and effective online training for SLPs.

Keywords:

• augmentative and alternative communication
• online instruction
• collaborative learning
• speech-language pathologist and training

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Correction

Correction Statement

This article was originally published with errors, which have now been corrected in the online version. Please see Correction (http://dx.doi.org/10.1080/17549507.2023.2289730)

Acknowledgements

The author would like to acknowledge the ASHFoundation as the current project was funded by the New Investigators Research Grant. The author would also like to acknowledge the participation of the six speech-language pathologists who completed this project.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1 PowerPoint modules developed based on the work of Johnson et al. (1994).

Additional information

Funding

This work was supported by the American Speech-Language-Hearing Foundation’s New Investigator's Research Award.