Degree Name

M.Ed. (Master of Education)


Special Education

Date of Award


Committee Chair or Co-Chairs

Pamela Mims

Committee Members

Cathy Galyon, Teresa Boggs


The purpose of this study was to examine the effects of training peer models to implement the system of least prompts and model augmentative and alternative communication (AAC) on expressive language in children with developmental delays. Using a multiple probe across participants design, 4 students with developmental delays were trained to use a language output app on the iPad to communicate five common phrases. Results for 3 participants indicated a functional relation between the peer modeling and expressive language. One student did not complete the intervention due to excessive absences. In most cases, students increased verbal language. Two participants made progress with the intervention as it was planned. One student needed for the intervention to be adapted, then progressed. All three students were able to maintain these language skills. Future research should be carried out with students with different disabilities, older students, and further studies with preschool-aged students.

Document Type

Thesis - embargo


Copyright by the authors.