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Effects of Online Training on Educators’ Knowledge and Use of System of Least Prompts to Support Augmentative and Alternative Communication

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Abstract

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 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. 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.

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Funding

Ashley McCoy was funded by the Penn State AAC Leadership Project, a doctoral training Grant funded by U.S. Department of Education Grant #H325D110008. Additional funding for this research came from the Penn State College of Education Dissertation Research Initiation Grant. David McNaughton was supported by funding from a Grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR Grant #90RE5017) to the Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC). NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). The contents of this paper do not necessarily represent the policy of NIDILRR, ACL, HHS, and you should not assume endorsement by the Federal Government.

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  1. School of Counseling and Special Education, Bowling Green State University, 412 Education Building, Bowling Green, OH, 43403, USA

    Ashley McCoy

  2. Department of Educational Psychology, Counseling, and Special Education, Penn State University, University Park, PA, USA

    David McNaughton

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McCoy, A., McNaughton, D. Effects of Online Training on Educators’ Knowledge and Use of System of Least Prompts to Support Augmentative and Alternative Communication. J Behav Educ 30, 319–349 (2021). https://doi.org/10.1007/s10864-020-09374-6

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