Please answer the question:Why is training on how to use specific communication techniques or communication devices with a student with ASD essential for parents and related service providers? How should this training take place? How long should the device or technique be used before one knows if it is effective?Response to students discussion board. DO NOT mix question and student discussion.(ERIC)Why is training on how to use specific communication techniques or communication devices with a student with ASD essential for parents and related service providers? How should this training take place? How long should the device or technique be used before one knows if it is effective? Hi Professor ,The student will be with parents and service providers they will need training on the AAC device because the student will be communicating in this method. If the parents and service providers do no understand, it can frustrate the student, which is not the goal here. The goal is for full support of student and to communicate to the ASD student successfully with the appropriate device. (Nunes & Hanline, 2007). The training should take place at the school without the student at first, so the functions and questions can be answered without any issues. The training should be spread out so there are no time sensitive issues and the AAC device can be explained and the parents and related service providers get opportunities to familiarize them selves with the AAC device. It should take place before or after school on campus. It should take place with ASD Specialist and Speech Pathologist. The device should be used for a least a couple of weeks to see if it is an effective choice for student communication. The goal is to gather the data throughout the day with the device. Stakeholders should be asking, does the student use the AAC throughout their day during transition, lunch, special events, assemblies, and field trips? Was the proper modeling displayed for the student on how the device works? Are the appropriate staff members trained with the device? If these answers are positive than the student and LEA can continue using the device. If these answers are pointing in the negative direction, the stakeholders need to make a decision on another AAC device so that the ASD student can communicate successfully and have less behavior and avoidable situations (Nunes & Hanline, 2007). Nunes, D., & Hanline, M. F. (2007). Enhancing the alternative and augmentative communicationuse of a child with autism through a parent-implemented naturalistic intervention. InternationalJournal of Disability, Development & Education, 54 , 177–197. doi: 10.1080/10349120701330495 .(PatS.)Individuals with ASD have many professionals serving them from an array of services, such asschool psychologist, speech language pathologist, teachers, classroom aides, behavior specialists, etc. Communication is essential in all environments. Collaboration, planning between professionals and family members is necessary to ensure all are putting into practice AAC. The purpose of AAC is to generalize communication. A basic understanding of AAC will aide the team decisions in making appropriate accommodations and modifications for the individual with ASD (Ganz, 2014). Initially training starts with finding the preferred device . Minimal instruction where the individual with ASD is able to match icons on the device with the real items. The individuals is then asked to point to the preferred device (Ganz, 2014). The preference may be reevaluated. Using incidental teaching is a naturalistic teaching approach to training. The child initiates interaction from a contrived environment by the communicative partner or interventionist. Hopefully the environment will motivate the child to initiate an interaction through objects or present activities.(Ganz,2014). When the child has initiated in some manner, an eye focused on an object, pointing, The communicating partner will show the child the icon on the device or speak of the color, shape, etc. in a natural way of communicating. The communicator will end on a positive note with words of praise when the child responds and does not respond. Communication devices are placed around the room to prompt speech/communication, such as choice boards or books (Ganz, 2014).. The time needed to learn to work the high tech AAC will depend on the individual and the device. If the AAC device is difficult for the individual and family members to use progress will be limited. If the device is not compatible with up to date apps progress will be limited. (Ganz, 2014).Ganz, J. B. (2014). Aided augmentative communication for individuals with autism spectrumdisorders. New York, NY: Springer Publishing.(Laura)According to (Ganz, 2014) the training on how to use a communication device with a student with ASD is important for parents and related service providers because they, along with parents, are often the most frequent communicative partners, they are often responsible for maintaining the AAC device/system, meeting the individual’s needs related to AAC, and encouraging AAC use. Further, supervising teachers play a significant role in training and monitoring of paraprofessionals, or aides, who often spend more time with individuals with ASD and CCN in school than certified teachers do. (Ganz, 2014) Therefore, this training begins with teachers and paraprofessionals who work with the individual who uses AAC should regularly collect data on the person’s progress in effectively using the system, progress on related goals, use related to general education curricula, use across various contexts and settings, use with varied communication partners and peers, use across the day. (Ganz, 2014)Lastly, the time used before knowing the device effectiveness can vary depending on the student from the data collected the SLP can determine if goals are met successfully. In other words, Data on the use of AAC and mastery of related communication goals should be collected regularly and SLPs should regularly review these data to determine the effectiveness of the AAC system, make modifications, add vocabulary, revise goals, and determine professional development needs. This process should be ongoing to insure that needed modifications in AAC mode and vocabulary are made to meet the communication needs of students with ASD and CCN across all settings and contexts. (Ganz, 2014)ReferenceGanz, J. B. (2014). Aided augmentative communication for individuals with autism spectrum disorders. New York, NY: Springer Publishing.Read the Article:Read "Articles at a Glance -- Collection of Articles on AAC and Autism Spectrum Disorders,” from Perspectives on Augmentative and Alternative Communication (2007).URL:http://www.dynavoxtech.com/training/toolkit/details.aspx?id=303Read "AAC Supports for Engaging Students with Autism Spectrum Disorder (ASD) in Group Instruction by Cafiero, located on the Cafiero Communications website.URL:http://www.cafierocommunications.com/articles/AACG.pdfExplore the Assistive Technology page of the Autism Speaks website.URL:http://www.autismspeaks.org/family-services/resource-library/assistive-technologyRead "Technology Support," available on the Autism Strategies for Teachers website.URL:http://autismstrategiesforteachers6.weebly.com/technology-support.htmlRead "iPhone/iPad Apps for AAC," by the Spectronics Consultancy Team, located on the Spectronics website.URL:http://www.autismpluggedin.com/2011/09/top-10-aac-iphone-and-ipad-apps-under-30.html

Respond to the following ....use 200 or more words APA format with one in text citation“I most identified with Watkins qualitative dissertation. Lavrakas and Roller as cited by Watkins (2016) explained qualitative research is conducted to better understand human condition about a research issue that quantitative data does not address and in this case, an opportunity to gather a story and share perspectives, rather than numerical representation was provided. The structures of chapter 4 provided the descriptive data for participates and different sources of data. Watkins (2016) used three forms of data to study, individual interviews, a two-part questionnaire and artifacts from three schools. The questionnaire open response items were listed along with teacher responses. Next the researcher identified the study’s research questions and transcribed themes for all three questions. Chapter five continues the discussion by providing researcher’s explanation of findings, a discussion of the outcomes relative to the literature, limitations, implications of findings, recommendations for future research, and the conclusion of the study (Watkins, 2016).BrandWatkins, T. M. (2016). Professional learning community implementation and teacher perceptions of participation influences on professional growth (Doctoral dissertation). Retrieved from Dissertations & Theses @ Grand Canyon University.”

Reflect on your next steps in preparation for the beginning of your capstone. Respond to the following prompts: Progress: What progress have you made in developing your idea for a research topic for your capstone? What have you learned from the course that has contributed to your clarity?Problems: What obstacles have you discovered in the process of developing your research topic in this course? What still remains unknown or unclear?Plans: What are you planning as the next step for transitioning into the capstone process? Who or what resources do you think will be important in creating a research proposal that meets the criteria for quality?By Day 4Submit your Final Project to your Instructor.For Step VI, you are now asked to take a step back and reflect on the social change potential for your proposed research study. Final Project Step VICongratulations on reaching the last step of your Final Project! The Final Project is a stepwise process, and its goal is to leave you well-prepared by the end of this course to execute on your qualitative research study plan. By now, you have completed the steps of this course that are good practice for developing a high-quality qualitative research study.The Final Project: Building a Qualitative Research Plan document in the Learning Resources contain the instructions for organizing the work you produced in Steps I through V. Be sure to incorporate revisions to your work based on feedback from your Instructor and classmates.