Play-Based Naturalistic Augmentative and Alternative Communication (AAC) Intervention: Educator Fidelity and Effects on Communication and Peer Interactions
Elizabeth Biggs, Erin Turner, Shana Lee · 2026
Read Play-Based Naturalistic Augmentative and Alternative Communication (AAC) Intervention: Educator Fidelity and Effects on Communication and Peer Interactions by Elizabeth Biggs, Erin Turner, Shana Lee (2026) in the Tower of Babel, a free online library of public-domain works preserved in clean, searchable text. No sign-up. The full text is served as a plain-text file at a predictable URL, where text is present: https://antarctic-labs.com/tower-of-babel/PMC13509394.txt.
Description
Elizabeth Biggs, Erin Turner, and Shana Lee report a 2026 study of training for educators who support young children with autism who speak very little. Three children aged four to eight took part, each paired with one educator from their own setting. The training taught a play-based approach where adults follow the child's lead and support communication with a speech device or similar aid during play.
Training and coaching raised how faithfully educators used the approach during play sessions. The children's communication showed hopeful gains in those sessions after training began. Those gains did not carry over to play with classmates, which the authors note as the key gap for future work. They argue the training package is ready for wider testing at a larger scale.
Catalog record
| CREATOR | Elizabeth Biggs, Erin Turner, Shana Lee |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 74 KB |
| LICENSE | https://creativecommons.org/licenses/by/4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |