Utilising collaborative learning strategies with children who use AAC: A pilot online training program for speech-language pathologists

Children who utilise augmentative and alternative communication (AAC) have difficulty participating in interactions with peers and speech-language pathologists (SLPs) lack training in the development of activities to specifically target participation. The purpose of the current study was to explore a pilot online training program designed to provide information about the development of collaborative learning (CL) activities to support participation. A single-subject, multiple baseline across six participants in an initial group and a replication group was completed to assess the number of CL elements included in probe responses during baseline, intervention, and maintenance phases. SLPs were highly accurate in their ability to answer multiple choice questions about CL elements (80%–90%); however, the overall effect of the intervention was weak with a Tau-U of 0.48 for the initial group and 0.53 for the replication group. SLPs can begin to develop skills in designing CL activities for children who utilise AAC as a means to support participation and foster social interaction. Future research is necessary to design efficient and effective online training for SLPs.使用辅助与替代沟通（augmentative and alternative communication, AAC）的儿童在参与同伴互动时存在困难，而言语语言治疗师（speech-language pathologists, SLPs）却缺乏针对此类场景开发专项活动以提升儿童参与度的相关培训。本研究旨在探索一项试点在线培训项目，该项目旨在提供有关协作学习（collaborative learning, CL）活动开发的专业信息，以支持该类儿童的参与行为。本研究采用单被试多基线设计，针对初始组与重复组共6名被试开展实验，并在基线期、干预期及维持期三个阶段，评估被试在测试作答中所涵盖的CL要素数量。结果显示，言语语言治疗师在回答有关CL要素的选择题时准确率达80%~90%；但整体干预效果偏弱，初始组的Tau-U值为0.48，重复组为0.53。本研究表明，言语语言治疗师可初步掌握为使用AAC的儿童设计CL活动的技能，以此支持儿童的参与行为并促进其社交互动。未来仍需开发针对SLPs的高效且实用的在线培训项目。