Assistive Technology in Communication and Mobility
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Results indicated that all three participants acquired the ability to request from a peer using AAC, andLimitations and considerations for future research and practice are discussed.
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The purpose of this study was to evaluate the use of peer-mediated instruction for requesting during a snack time routine for children with extensive support needs who were also beginning communicators. Participants included three children aged five with extensive support needs who used a tablet-based augmentative and alternative communication (AAC) to communicate. Using a nonconcurrent multiple baseline design, participants were taught by peers without extensive support needs, to request for a preferred snack using modeling and a three-second time delay until responding reached a mastery criterion of 80-100% across five consecutive trials. Results indicated that all three participants acquired the ability to request from a peer using AAC. Limitations and considerations for future research and practice are discussed.
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@article{Raley2026Evaluating,
title = {Evaluating Peer-Mediated Instruction for Children with Extensive Support Needs},
author = {Sheida K. Raley and Elizabeth R. Lorah and Christine Holyfield and Grace Booth and Madison Maddox},
journal = {Folia Phoniatrica et Logopaedica},
year = {2026},
doi = {10.1159/000552891},
url = {https://doi.org/10.1159/000552891}
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