Project Activities
Research plan
Initially, the PI developed and revised CAI through focus groups with early childhood teachers (study 1) and observations of typical preschool instruction (study 2). The PI revised CAI based on findings from studies 1 and 2 and tested the effect of CAI on teacher use of communication support strategies and student communication skills in a single-case design study (study 3). The intervention was further revised based on study 3. Next, the PI conducted an additional single-case design study to determine the promise of the final version of the intervention for improving teacher use of communication support strategies and student communication outcomes (study 4). Fidelity was assessed through direct observation throughout the single-case design studies. Feasibility and acceptability of the intervention procedures were assessed in studies 3 and 4 through observation of video recordings and teacher surveys. Data from the single-case design studies were analyzed using visual and statistical analysis.
Career plan
Through a career development plan, the PI expanded her knowledge and skills around (1) the measurement of student communication skills in preschool settings, (2) single-case design and analysis, (3) randomized controlled trials, and (4) virtual instruction and coaching methods for teachers. To accomplish these goals, the PI conducted monthly meetings with mentors, participated in a training on how to administer a communication measure, completed an online program on coaching models, received training from mentors and experts on single-case design, and participated in a workshop on randomized controlled trials.
Key outcomes
The main findings of this project, as reported by the PI, are as follows:
- The project produced final pilot versions of CAI instructional strategies and materials. Iterative development emphasized simplifying components, reducing teacher burden, and providing ready-to-use materials to support classroom implementation.
- Pilot testing produced feasibility, fidelity, and social validity data, and demonstrated promise under supported conditions. The study team also identified recruitment, retention, and dosage challenges that informed changes to CAI intensity and delivery to better align with school constraints.
- The research team identified actionable implementation conditions such as administrative support, AAC culture, collaboration, staffing patterns, and competing classroom demands that should be explicitly addressed in future research and professional learning models to improve the feasibility of classroom AAC interventions.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
