Interactive Shared Reading Case Study of a Student with Complex Support Needs
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| Title: | Interactive Shared Reading Case Study of a Student with Complex Support Needs |
|---|---|
| Language: | English |
| Authors: | Nancy A. Quick, Kathryn E. Dorney, Karen A. Erickson |
| Source: | Journal of the American Academy of Special Education Professionals. 2026 21(1):59-83. |
| Availability: | American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H327S160005 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education |
| Descriptors: | Special Needs Students, Students with Disabilities, Communication Disorders, Augmentative and Alternative Communication, Expressive Language, Case Studies, Teaching Methods, Reading Aloud to Others, Teacher Student Relationship, Teacher Behavior, Student Behavior, Elementary School Teachers, Elementary School Students, Grade 1, Intellectual Disability, Reading Instruction, Reading Strategies |
| ISSN: | 2325-7466 |
| Abstract: | Shared reading approaches with school-aged students who have complex support needs (CSN) and complex communication needs (CCN) typically focus on increasing the rate and accuracy of student responses to adult prompts and questions. This descriptive mixed method case study focused on the implementation of a shared reading approach designed to increase the engagement and expressive communication of a student with CSN and CCN. Increases in the teacher's use of interactive strategies and demonstration of augmentative and alternative communication (AAC) occurred concurrently with increases in student engagement, initiations, and expressive symbolic communication. Implications for teacher practice and teacher preparation programs are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502692 |
| Database: | ERIC |
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