Document Type

Article

Publication Date

2-2014

Abstract

Augmentative and alternative communication (AAC) based interventions support individuals with complex communication needs (CCN) in becoming effective and efficient communicators. However, there is often a disconnect between language models, communication opportunities, and desired intervention outcomes in the intervention process. This paper outlines a service delivery model that unites these elements of intervention. The social theory of language acquisition provides the foundation of this immersion model (Paul & Norbury, 2012; Pence & Justice, 2013) while adaptations of indirect language stimulation strategies create (Beukelman & Mirenda, 2013; Paul & Norbury, 2012) the support system necessary to develop an independent and functional communicator. The model described in this article may be replicated or modified to meet the needs of individuals in any classroom or intervention setting.

Comments

This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Communication Disorders Quarterly, volume 35, issue 2, in 2014 following peer review. The definitive publisher-authenticated version is available online at DOI: 10.1177/1525740113504242.

Peer Reviewed

1

Copyright

Hammill Institute on Disabilities

 
 

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