Myers Chloë
Department of Teacher Education, Western Oregon University, Monmouth, OR 97361, USA.
J Intellect Dev Disabil. 2007 Dec;32(4):263-78. doi: 10.1080/13668250701693910.
Four elementary (primary) school students with severe speech and physical impairments (SSPI) who used augmentative and alternative communication (AAC) aids were selected to take part in an intensive, 4-week summer intervention program. The program was designed to explore effective approaches, content and contexts for supporting communication (including oral language, literacy, and technology skills) among young people who require AAC.
Features of the intervention included (i) using an integrated approach to provide language and literacy opportunities intended to elicit the students' active involvement in meaningful, productive and expressive tasks in everyday contexts; (ii) constant modelling of AAC usage; (iii) requiring family involvement as a criterion for participation in the program; and (iv) follow-up visits to schools during which effective instructional strategies were shared with staff.
Formative and summative assessment measures revealed that all four participants made progress during intervention. However two of the students maintained these gains into the follow-up period, whereas the other two did not. Each pair seemed to share certain characteristics, which are illustrated in this paper by two case study synopses. One relates the story of a child whose successes continued into the follow-up period, and the other chronicles the experiences of the child whose successes quickly waned.
This study provides a range of instructional approaches, curricula and contexts to promote communication for children with complex communication needs. These instructional supports are more likely to improve access to inclusion in schools that seek to work in partnership with parents, plan educational transitions, and implement adequate training and awareness-raising among their staff.
四名患有严重言语和身体障碍（SSPI）且使用辅助和替代沟通（AAC）辅助工具的小学生被选中参加一个为期四周的强化暑期干预项目。该项目旨在探索支持需要AAC的年轻人进行沟通（包括口语、读写能力和技术技能）的有效方法、内容和情境。
干预的特点包括：（i）采用综合方法提供语言和读写机会，旨在促使学生积极参与日常情境中有意义、有成效和表达性的任务；（ii）持续示范AAC的使用；（iii）要求家庭参与作为参与该项目的标准；（iv）对学校进行随访，期间与工作人员分享有效的教学策略。
形成性和总结性评估措施显示，所有四名参与者在干预期间都取得了进步。然而，其中两名学生在随访期间保持了这些进步，而另外两名学生则没有。每对学生似乎都有某些共同特征，本文通过两个案例研究概要进行了说明。一个讲述了一个孩子的故事，他的成功一直持续到随访期，另一个记录了一个孩子的经历，他的成功很快就消失了。
本研究提供了一系列教学方法、课程和情境，以促进有复杂沟通需求儿童的沟通。这些教学支持更有可能改善那些寻求与家长合作、规划教育过渡并在其工作人员中开展充分培训和提高认识的学校中融合教育的机会。
