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Title page for ETD etd-03142017-125403

Type of Document Dissertation
Author Biggs, Elizabeth Erin
URN etd-03142017-125403
Title Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs
Degree PhD
Department Special Education
Advisory Committee
Advisor Name Title
Erik W. Carter Committee Chair
Blair P. Lloyd Committee Member
Erin E. Barton Committee Member
Pat Mirenda Committee Member
Victoria F. Knight Committee Member
  • communication
  • augmentative and alternative communication (AAC)
  • Peer interaction
  • Intellectual disability
  • Autism
Date of Defense 2017-03-07
Availability unrestricted
Educators need strategies to build the communication skills of students learning to use aided augmentative and alternative communication (AAC), while also supporting their meaningful participation and interaction in inclusive settings. This study used a multiple-probe-across-participants design to evaluate the effectiveness of embedding peer-mediated aided AAC modeling within a peer network intervention to increase students’ interaction with peers and use of symbolic communication during non-instructional times at school (i.e., lunch, recess). Participants were four elementary school students who had an intellectual disability or autism and were learning to use a speech-generating device (SGD) or communication book. The peer network intervention increased students’ overall interactions with peers. With training and coaching, peers were successful in providing aided AAC models during the peer network meetings, which resulted in increased use of symbolic communication by three focus students. Implications are offered related to supporting peer interaction, improving students’ use of symbolic communication, and training peers to use aided AAC modeling strategies.
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