AAC Camp as an Alternative School-Based Service Delivery Model: A Retrospective Survey

SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

10

Intervention; Augmentative and Alternative Communication; Progress Monitoring; Delivery Systems; Communication Problems; Disabilities; Federal Legislation; Educational Legislation; Individualized Education Programs; Graduate Students; Day Camp Programs; Student Surveys; Online Surveys; Demography; Questionnaires; Communication Skills; Student Attitudes; Barriers; Children; Adolescents

Individuals with Disabilities Education Act; No Child Left Behind Act 2001

10.1177/1525740113512670

1525-7401

School-based speech-language pathologists are obligated to apply evidence-based practice and document progress of their students' response to intervention in compliance with federal law. The purpose of this preliminary study was to explore the effects of an augmentative and alternative communication (AAC)-based intervention provided in a camp format and begin the exploration of examining strategies to monitor and document progress. Through the use of a survey, data were also collected regarding the demographics of camp attendees and their response to the camp-based intervention model. Results indicated children with autism and intellectual disability comprised a significant portion of the children referred for this type of intervention, and positive gains were documented both in the areas of communicative behaviors and pragmatic use.

As Provided

44

2014

EJ1021030