“Interactions are experienced mutually by communication partners and both parties are affected reciprocally” (Siegel & Cress, 2002)

The Bridge School staff understands that “It is conversations that are impaired, not the interactants” (Wilkins, 2004). As a result, we always teach our students, staff and family members useful strategies to support successful interactions within and outside the educational environment. The importance of including the family in this process is critical. Research has shown that effective parent/caregiver training strategies result in positive learning outcomes outside of school (Kent-Walsh, J. & Binger, C., & Hasham, Z. 2010; Warren, Yoder, & Leew 2002; Yoder & Warren 2001; Yoder & Warren 1998).

Below are descriptions of ways for partners to increase responsivity to create communication opportunities, modify pacing of instruction, use modeling, provide meaningful language input and promote parity.

References

Binger, C. & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23(1), 30-43.

Blackstone, S. (2008). Principles for classrooms with students who use AAC. Augmentative Communication News, 20(4).

Bunce, B.H. (2008). Early literacy in action: The language-focused curriculum for preschool. Baltimore: Paul H. Brookes Publishing Co.

Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children’s language. Am J Speech Lang Pathol, 12(3), 299-311.

Iacono, T., Carter, M., & Hook, J. (1998). Identification of intentional communication in students with severe and multiple disabilities. Augmentative and Alternative Communication, 12, 102-114.

Justice, L. M. (2004). Creating language-rich preschool classroom environments. Teaching Exceptional Children, 37(2), 36-45.

Kaiser, A.P. (2012). Enhanced milieu teaching: Incorporating AAC modes in naturalistic teaching with young children and their partners. Partner Instruction in AAC. ASHA Online Conference, June 13-25, 2012.

Kent-Walsh, J. & Binger, C., & Hasham, Z. (2010). Effects of parent instruction on the symbolic communication of children using augmentative and alternative communication during storybook reading. American Journal of Speech-Language Pathology (19), 97-107.

Kent-Walsh, J. & Binger, C. (2009). Addressing the communication demands of the classroom for beginning communicators and early language users. In Practically speaking: Language, literacy, & academic development for students with AAC needs. Soto, G. & Zangari, C. (Eds.). Baltimore: Paul H. Brookes Publishing Co.

McCormick, L. (2003). Language intervention in the inclusive preschool. In Supporting children with communication difficulties in inclusive settings: School-based language intervention. 2nd edition. McCormick, L., Loeb, D.F., Schiefelbusch, R.L. (Eds.). Boston: Allyn and Bacon.

Reichle, J., Hidecker, M.J.C., Brady, N.C., & Terry, N. (2003). Intervention strategies for communication: Using aided augmentative communication systems. In Communicative competence for individuals who use AAC: From research to effective practice. Light, J.C., Beukelman, D.R., & Reichle, J. (Eds.). Baltimore: Paul H. Brookes Publishing Co.

Sevcik, R.A. & Romski, M.A. (2002). The role of language comprehension in establishing early augmented conversations. In Exemplary practices for beginning communicators: Implications for AAC. Reichle, J., Beukelman, D.R. & Light, J.C. (Eds.). Baltimore: Paul H. Brookes Publishing Co.

Siegel, E.B. & Cress, C.J. (2002). Overview of the Emergence of Early AAC Behaviors. In Exemplary Practices for Beginning Communicators: Implications for AAC.Reichle, J., Beukelman, D.R. & Light, J.C. (Eds). Baltimore: Paul H. Brookes Publishing Co.

Warren, S.F., Yoder, P.J., & Leew, S.V. (2002). Promoting social-communicative development in infants and toddlers. In Promoting social communication: Children with developmental disabilities from birth to adolescence. Goldstein, H., Kaczmarek, L.A., & English, K. (Eds.). Baltimore: Paul H. Brookes Publishing Co.

Yoder, P. J. & Warren, S. F. (1998). Maternal responsivity predicts the prelinguistic communication intervention that facilitates generalized intentional communication. J Speech Lang Hear Res, 41(5), 1207-1219.

Yoder, P. J. & Warren, S. F. (2001). Relative treatment effects of two prelinguistic communication interventions on language development in toddlers with developmental delays vary by maternal characteristics. J Speech Lang Hear Res, 44(1), 224-237.