Hello everyone For this presentation.

I chose to review a study called enhancing pure network

interventions for students with complex communication needs by Elizabeth Biggs,

eric W carter, jennifer Ehle bumble kelly Barnes and Erica

L mazer.

I entitled This presentation technology for students with complex communication

needs. This is ALPA 68 72 technology applications for educational

leaders. The study was conducted in 2018.

It was used a multi the study used a multiple

probe across participants design to evaluate the effectiveness of paraprofessional

facilitated pure network intervention to increase pure interaction for students

with complex communication needs.

And investigate whether embedded embedding pure implemented aid in A.

A. C.

Which is augmented native alternate alternate augment active communication devices

modeling within the intervention would increase students use of symbolic

communication. The study involved teaching peers to use aided a

C model through brief training and coaching, resulting in increased

students use of symbolic communication within interactions with peers.

The problem there is a need to increase communication for

individuals with exceptional complex communication needs.

Mhm. Multi probe across participants designed was used to evaluate

the effectiveness of pair professional facilitated pure network interventions to

increase pure interactions for students with complex communication needs and

investigate whether embedded pure implemented aided A C.

Modeling within the intervention would increase students use of symbolic

communication. The participants for this study were four elementary age

students with intellectual disabilities such as autism who used a

speech generating device or communication book to communicate.

So the question is what are pure networking interventions.

Research is clearly needed to identify effective ways educators can

help students build communication skills, interact and form positive relationships

with peers with in inclusive settings.

Pure interventions have three core features.

They established repeated interaction opportunities during shared social activities provided

by adult facilitation and equipping appears to be effective communication

partners. So training them uh prior to the implementation of

the A.

A. C.

The method students had to meet the following inclusion criteria.

They had to be enrolled in an elementary school in

grades third through fifth received special education services under categories

of intellectual disability, autism or multiple disabilities have a significant

cognitive impairment that determine the eligibility for states.

Alternative assessment be learning to use A.

Did A.

C. Communicate intentionally using non symbolic and early emerging symbolic

communication and demonstrate basic symbol referent associations for familiar objects.

Here's some examples of what A.

C. Devices might look like.

This is an electronic one you press the buttons and

then it will speak for you in sentences and this

is a non electronic device.

Picture exchange communication.

Both are forms of technology high tech and low tech.

The results Each participant mrs observed 2-3 times per week

during baseline data collection and during the peer networking intervention

sessions the data analysis and cutting analysis indicated that the

tradition of pure networking, increased overall interaction between individuals with

complex communication needs and their peers.

The research demonstrates that peer networking intervention involves aided involving

a aided A.

C modeling can be effective to improve symbolic communication for

students with complex communication needs while enhancing their social experiences

with peers during inclusive school settings.

And here's my reference.

Chapters

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