Paraeducators are the most frequent communication partners during the school day for students who use augmentative and alternative communication (AAC), yet they often lack training in AAC best practices. This intervention study examined the effect of an in-class, coaching intervention on the aided language modeling (ALM) skills of paraeducators who work with students who use AAC. An intervention protocol using evidence-based coaching strategies was used to support paraeducator implementation of ALM in typical classroom activities. The multiple-baseline single-subject design measured the use of ALM by four paraeducators. Data were analyzed visually and by calculating Tau-U and gain scores. Results suggest a strong effect from the coaching intervention on ALM skills for each of the paraeducators. Challenges and benefits of paraeducator-focused interventions in classroom settings are presented.

对于使用辅助和替代交流 (AAC) 的学生来说，辅助教育工作者是在校期间最常见的交流伙伴，但他们往往缺乏 AAC 最佳实践方面的培训。这项干预研究检查了课堂辅导干预对与使用 AAC 的学生一起工作的辅助教育者的辅助语言建模 (ALM) 技能的影响。使用基于证据的辅导策略的干预协议用于支持辅助教育者在典型课堂活动中实施 ALM。多基线单受试者设计测量了四名辅助教育者对 ALM 的使用。目视分析数据并通过计算 Tau- U并获得分数。结果表明，教练干预对每个辅助教育者的 ALM 技能都有很强的影响。介绍了以辅助教育者为中心的干预措施在课堂环境中的挑战和好处。