Training educators on system of least prompts to support AAC (McCoy & McNaughton, 2020)

McCoy, A., & McNaughton, D. (2020). Effects of online training on educators’ knowledge and use of system of least prompts to support augmentative and alternative communication. Journal of Behavioral Education (early online) https://doi.org/10.1007/s10864-020-09374-6


The Current Study: The present study evaluated the effects of online training on educators’ knowledge and use of system of least prompts (SLP) to support the communication of individuals with autism who use augmentative and alternative communication (AAC). A pre/posttest group design with switching replications was utilized. Three dependent variables: (a) knowledge of SLP, (b) planning for SLP, and (c) performance of SLP implementation during teleconference role-plays were analyzed using a two-way mixed analysis of variance.

Results and Conclusions: Results indicate that training was effective in increasing educators’ knowledge as well as the ability to plan for SLP. Implementation of SLP also increased over time; however, data analysis did not support the conclusion that this result was directly related to the online training. Additional results suggest that the participants viewed online instruction, with teleconference role-play assessments and case study vignettes, as a socially valid activity. Participants reported learning a valuable skill and as a result of the training were more confident working with individuals who use AAC.

Online training focused on system of least prompts to support communication of individuals with ASD who use AAC was successful in increasing participants’ knowledge and documentation of planning, where the participant created their own prompt hierarchy.

McCoy & McNaughton (2020)

Submitted to the NARIC database

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