Evidence-based Interventions/Strategies

Mid-Year Reflection

• Inconsistent use of Augmentative and Alternative Communication (AAC): Walkthrough data indicated variability in adult modeling of AAC/core words during shared reading and center rotations. Modeling was stronger during the literacy block than in the play-based centers.
• Staff Confidence & Fluency: Some teachers and ESPs expressed hesitation about navigating AAC devices in real time, which slows authentic language modeling.
• Device/Board Accessibility: Core word boards were not consistently accessible in all centers, limiting spontaneous communication opportunities.
• Data Collection Gaps: Teacher communication logs varied in quality and frequency, resulting in incomplete bi-weekly monitoring data.
• Prompt Dependency: Early data indicated that many students required full verbal or gestural prompts and had limited independent initiations.

• Administrative walkthrough look-fors (AAC modeling frequency).
• Teacher lesson plans and center rotation schedules.
• Bi-weekly communication logs.
• Monthly data chat summaries.
• SLP service documentation.

• Embedded explicit AAC modeling expectations into walkthrough feedback cycles.
• Conducted targeted Core Word PD refreshers focused on modeling during play-based instruction.
• Created laminated, portable core word boards for every center and added individualized boards to student cubbies.
• Developed a standardized AAC data collection template to ensure consistency across classrooms.
• Implemented SLP-teacher co-modeling sessions during literacy block and dramatic play to increase staff fluency.
• Established a standing AAC spotlight segment during monthly data chats to review student exemplars and trends.

• Increased student exposure to consistent language models.
• Improved alignment between speech therapy and classroom instruction.
• Enhanced adult awareness of natural opportunities for communication.
• Notable increase in prompted core-word usage during shared reading.

• Modeling sometimes felt scripted rather than authentic.
• Inconsistency during high-transition times (arrival, clean-up).
• Some ESPs required ongoing coaching to maintain fidelity.
• Limited generalization during independent center play early in the semester.

• Increased accessibility supported spontaneous communication.
• Reduced wait time for device sharing.
• Supported nonverbal students in peer interactions.
• Improved cross-setting consistency (literacy → centers).

• Boards are occasionally misplaced or not returned to designated areas.
• Some students are visually overstimulated by larger boards.
• Teachers required additional guidance on selecting targeted words aligned to the instructional theme.

1. Fidelity Monitoring Tool: Develop and implement a simple AAC fidelity checklist for bi-weekly walkthroughs.
2. Peer Modeling Expansion: Introduce peer-to-peer modeling routines during centers to increase naturalistic use.
3. Core Word of the Week Focus: Narrow to 2–3 focus words per week with visual emphasis in classrooms.
4. Video Coaching Cycles: Record short modeling clips to use during PD for reflection and calibration.
5. Family Engagement Component: Send home a “Core Word Spotlight” communication to encourage reinforcement across home settings.
6. Prompt Fading Plan: Establish structured prompting hierarchies to intentionally move students toward independence.
7. Data Precision: Require documentation of independent vs. prompted usage in logs to better track progress toward independence.

• AAC foundational training
• Core Word integration during literacy and centers
• Co-modeling sessions with SLP
• Data collection calibration training

• Bi-weekly data collection
• Monthly data chats
• Quarterly progress reviews
• Mastery review target: May 2026