Using Aided Language Modeling to Support Language Learning in an Individual with Complex Communication Repertoires

In language learning, aided language modeling refers to the method by which communication partners provide models of the communication system used by individuals with complex communication repertoires that involving both symbols and speech. Providing aided language models creates opportunities for individuals with complex communication repertoires to be immersed in an environment in which their communication systems are used. This study examined how aided language modeling was implemented by two caregivers of a child with Rett syndrome who used an aided augmentative and alternative communication (AAC) device during story reading activities. I explored the use of aided language modeling to facilitate receptive comprehension and expressive communication of individuals with complex communication repertoires, shed light on how aided language modeling could be implemented by caregivers during story reading activities, and provide specific implications for future practice in language and literacy education for individuals with complex communication repertoires. This study used a qualitative single case design to explore how aided language modeling was implemented by a parent (Dr. B) and a babysitter (Hannah) of a 5- and 6-year-old child (Kalika) with Rett syndrome, a rare progressive neurodevelopmental disorder, who used an aided AAC device during story reading activities. Multiple data sources were collected and analyzed including two semi-structured interviews, participant observation of 20 story reading activities, and heat map recordings conducted by the aided AAC device used by the child participant. The results of this study indicate that aided language modeling in conjunction with rich scaffolding holds promise for supporting receptive comprehension and expressive communication in individuals with complex communication repertoires and for facilitating the participation in story reading activities. The types of aided language modeling used by the two caregivers; the factors that may influence the implementation of modeling; the types of language modeled by the caregivers; the effects of repetition, reading rate, and providing models of alternative words; the three types of prompting used by the caregivers in combination with aided language modeling; the child participant's responses to the aided AAC models; and the factors that may influence the child participant's communication were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]