Coaching paraeducators to implement functional communication training involving augmentative and alternative communication for students with autism spectrum disorder

Paraeducators play an important role in assisting teachers and other professionals to support students with autism spectrum disorder (ASD), including delivering positive behavioral supports to those students who engage in persistent challenging behavior. The purpose of this multiple baseline design across participants study was to support paraeducators to implement functional communication training (FCT) to address challenging behavior among three students with ASD who used augmentative and alternative communication (AAC). Paraeducators implemented FCT with high levels of fidelity after participating in an initial training session and follow-up coaching and generally found the initial training and coaching strategies to be effective and feasible. Reductions in challenging behavior were variable across student participants. Implications for practice and future research directions are discussed in relation to FCT for students with ASD who use AAC and paraeducator training.

教学辅助人员（paraeducators）在协助教师及其他专业人员支持自闭症谱系障碍（autism spectrum disorder, ASD）学生的工作中扮演着关键角色，具体可为存在持续性问题行为的该类学生提供积极行为支持。本项采用跨被试多基线设计的研究，旨在帮助教学辅助人员为三名使用辅助与替代沟通（augmentative and alternative communication, AAC）的自闭症谱系障碍学生实施功能性沟通训练（functional communication training, FCT），以改善其问题行为。教学辅助人员在完成初始培训并接受后续辅导后，均能以较高的实施忠实度开展功能性沟通训练，且普遍认为初始培训与辅导策略兼具有效性与可行性。不同被试学生的问题行为减少程度存在个体差异。本文还就针对使用辅助与替代沟通的自闭症谱系障碍学生开展功能性沟通训练，以及教学辅助人员培训相关的实践启示与未来研究方向进行了讨论。