Comprehensive Individualized Curriculum and Instructional Design

Maguire-Marshall, & Kent-Walsh, 2011). ModelER has been designed to build on the findings of the ImpAACt research, but to optimize for generalization beyond the context of shared storybook reading, because of the importance of promoting interventions that can be used across multiple contexts (e.g. play, academics, snack/ meal times) for children learning to use AAC. Figure 2. Video example of MODELER found at http://youtu.be/d4tI-xqVoDE The major components of ModelER are (a) model - modeling AAC use (Sennott et al., 2014); (b) encourage - encouraging communication through time delay/ expectant delay (e.g. Halle, Baer, & Spradlin, 1981); and (c) respond - responding to child communication attempts through AAC recasting (Camarata & Nelson, 2006; Nelson et al., 1996; Harwood, Warren, & Yoder, 2003). AAC modeling is the foundation of the intervention and is designed to provide a model of language 33