School of Communication Sciences and Disorders, University of Central Florida, Orlando, USA.
Department of Speech and Hearing Sciences, University of New Mexico, Albuquerque, USA.
Augment Altern Commun. 2021 Jun;37(2):113-128. doi: 10.1080/07434618.2021.1921025. Epub 2021 Jul 9.
Three parents of preschool-aged children with Down syndrome using mobile augmentative and alternative communication (AAC) technologies to communicate participated indirect, systematic communication-partner instruction. Intervention featured an adaptation of the ImPAACT Program (Improving Partner Applications of Augmentative Communication Techniques; Kent-Walsh, Binger, & Malani, 2010) that included six face-to-face and three telepractice sessions. Parents learned to use the evidence-based Read-Ask-Answer (RAA) instructional strategy (Kent-Walsh, Binger, & Hasham, 2010) during shared storybook reading with their children. A single-case, multiple-probe across participants design was used to assess parents' accurate implementation of the instructional strategy and children's multimodal communicative turns. All three parents increased their use of the RAA strategy and maintained strategy use over time, and all three children increased their frequency of communicative turns taken and maintained higher turn-taking rates. Results support the use of the ImPAACT Program with parents of children with complex communication needs, including the integration of hybrid learning as part of the instructional approach.
三位有学龄前唐氏综合征孩子的家长使用移动增强和替代沟通 (AAC) 技术进行沟通，他们参与了间接的、系统的沟通伙伴指导。干预措施采用了 ImPAACT 计划 (改善增强沟通技术的伙伴应用;Kent-Walsh、Binger 和 Malani, 2010) 的改编版，包括六次面对面和三次远程实践课程。家长们学会了在与孩子一起阅读故事书时使用基于证据的 Read-Ask-Answer (RAA) 教学策略 (Kent-Walsh、Binger 和 Hasham, 2010)。采用单一案例、多参与者跨探针设计来评估家长对教学策略的准确实施情况以及孩子的多模式交流轮次。所有三位家长都增加了对 RAA 策略的使用，并随着时间的推移保持了策略的使用，所有三位孩子都增加了交流轮次的频率，并保持了更高的轮次率。结果支持使用 ImPAACT 计划与有复杂沟通需求的儿童的家长合作，包括将混合学习作为教学方法的一部分进行整合。
