在线培训以提高服务提供者对使用辅助沟通的个体进行字母-声音对应教学的实施。
Online Training to Improve Service Provider Implementation of Letter-Sound Correspondence Instruction for Individuals Who Use Augmentative and Alternative Communication.
机构信息
Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park.
Department of Otolaryngology and Communication Enhancement, Boston Children's Hospital, MA.
出版信息
Am J Speech Lang Pathol. 2022 May 10;31(3):1114-1132. doi: 10.1044/2022_AJSLP-21-00142. Epub 2022 Mar 25.
PURPOSE
Service providers have limited training in adapting and implementing literacy instruction for individuals who use augmentative and alternative communication (AAC), and therefore, opportunities to participate in phonological-based literacy activities are minimal. An online training was developed to teach service providers how to implement a systematic lesson in letter-sound correspondence (LSC) instruction with high fidelity for individuals who use AAC.
METHOD
The Active Implementation Framework was used to guide the investigation of implementation fidelity and intervention effectiveness after service provider completion of an online training in LSC instruction. Study 1 trained five speech-language pathologists, one paraeducator, and six special educators in schools ( = 12), and Study 2 trained four speech-language pathology master's students. Single case across participant methodology was used for both studies with an implementation fidelity checklist to measure changes in instructional behaviors. Additionally, social validity data from service providers were collected. Preliminary data on intervention effectiveness for individuals who use AAC were collected for three LSCs after service providers were trained.
RESULTS
Prior to the online training, service providers implemented LSC instruction with low fidelity. After the training, 11 service providers in Study 1 and all four speech-pathology master's students in Study 2 demonstrated large gains in implementation fidelity. Eight of the nine individuals who use AAC demonstrated improvement in LSC.
CONCLUSION
Access to the online training has the potential to change the implementation behavior of service providers and take steps toward closing the research-to-practice gap surrounding early phonological skill acquisition for individuals who use AAC.
SUPPLEMENTAL MATERIAL
目的
服务提供者在适应和实施增强和替代沟通（AAC）个体的读写教学方面接受的培训有限，因此，他们参与基于语音的读写活动的机会很少。开发了一个在线培训，以教授服务提供者如何以高保真度为使用 AAC 的个体实施字母-声音对应（LSC）教学的系统课程。
方法
使用主动实施框架来指导服务提供者在完成 LSC 教学在线培训后的实施保真度和干预效果的调查。研究 1 培训了五名言语-语言病理学家、一名助理教师和六名学校特殊教育教师（共 12 人），研究 2 培训了四名言语-语言病理学硕士学生。两项研究均采用参与者跨个案方法，使用实施保真度检查表来衡量教学行为的变化。此外，还收集了服务提供者的社会有效性数据。在培训后，为使用 AAC 的个体收集了三个 LSC 的干预效果初步数据。
结果
在在线培训之前，服务提供者的 LSC 教学实施保真度较低。培训后，研究 1 中的 11 名服务提供者和研究 2 中的所有 4 名言语治疗硕士学生的实施保真度都有了显著提高。在使用 AAC 的九个人中，有八个人的 LSC 得到了改善。
结论
获得在线培训有可能改变服务提供者的实施行为，并朝着缩小早期语音技能获取的研究与实践差距的方向迈出一步，为使用 AAC 的个体服务。
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