Each year, the TASH Conference strengthens the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world. This year’s conference theme, “Gateway to Equity,” explores inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs, in living a fair, just, and balanced life. Return to TASH website.
The goal of this literature review on practitioner-implemented communication supports was to describe the literature and answer five questions. First, where and with what type of practitioner and student are communication supports being used? Second, what types of communication interventions are being used? Third, what is the relative effectiveness of these interventions? Does student outcome data support practitioner effectiveness data? Fourth, are maintenance and generalization measures being taken to ensure individuals with disabilities are benefitting from this type of training after the researchers discontinue treatment? Fifth, What limitations currently exist in the research? We coded 37 studies including 165 practitioners providing communication supports to 170 students with disabilities. Success estimates for practitioners and students were calculated. Various training strategies were used and over half of studies measured maintenance of the practitioner effects over time. A little less than half of studies generalized the practitioner training to other students, skills, and/or settings.
