The SMoRRES Training Program is an evidence-based communication partner instruction program based on decades of research on best practices in adult education. However, unlike other programs, it is specifically designed for communication partners of children who use AAC and is primarily conducted within naturally occurring family routines in the home and/or existing classroom schedules in schools. In addition, families and staff learn to use partner-augmented input (PAI) on a child's existing speech generating device (SGD).
SMoRRES At Home
Senner, J. E., Post, K. A., Baud, M. R., Patterson, B., Bolin, B., Lopez, J. & Williams, E. (2019). Effects of parent instruction in partner-augmented input on parent and child speech generating device use. Technology and Disability, 31, 27-38. DOI: 10.3233/TAD-190228
parents demonstrated the ability to perform all of the components of successful
PAI (slow rate, model, respect and reflect, repeat, expand, stop) as determined
by review of an observation checklist completed during coaching sessions.
*Parents significantly increased percentage of utterances modeled on their children's SGDs between pretest and post-test measures.
*The percentage of unique words modeled (i.e., type-token ratios) by each parent suggests variety in models at post-test.
* Three of four child participants demonstrated increases in unique words used following parent instruction
Download the full article by clicking the link above.
SMoRRES in the Classroom
Senner, J. E. & Baud, M. R. (2017). The use of an 8-Step instructional model to train school staff in partner-augmented input. Communication Disorders Quarterly, 38(2), 89-95. DOI:10.1177/1525740116651251
*All staff increased modeling on a student's speech-generating devices between pre- and post-test measures across activities.
*The student increased frequency of communication and independence.
More Articles about SMoRRES
Senner, J. E. & Baud, M. R. (2016). Pre-Service Training in AAC: Lessons From School Staff Instruction. Perspectives of the ASHA Special Interest Groups, doi:10.1044/persp1.SIG12.24.
Senner, J. E. & Baud, M. R. (April/May 2016). Partner-augmented input in the classroom: Bringing modeling to your school. Closing the Gap Solutions. Retrieved from https://www.closingthegap.com/solutions/articles/2159
PrAACtical AAC SMoRRES posts:
SMoRRES Workshops & Webinars
Bring SMoRRES to your school district, clinic or home! Contact us for course descriptions,timed agendas and estimates.
Level 1 Trainings are appropriate for speech-language pathologists, occupational therapists, teachers, instructional assistants, and other professionals who work with children using AAC, as well as for parents and caregivers of children using AAC. Participants of Level 1 workshops may use the material for their personal use only. We offer half day, full day, and two-day SMoRRES workshops and webinars including:
to Successful Modeling: SMoRRES and Partner-Augmented
*SMoRRES and Partner-Augmented Input: Modeling AAC in the Classroom
*SMoRRES and Partner Augmented Input: Modeling AAC at Home
Level 2 Trainings are appropriate for speech-language pathologists, AAC/AT specialists, and team leaders who have completed a Level 1 training and want to learn how to train others at their respective districts. Courses include:
District-Wide AAC Modeling
*Communication Partner Instruction in AAC: SMoRRES and Partner Augmented Input
Level 3 Trainings are appropriate for speech-language pathologists, AAC/AT specialists, and team leaders who have completed a Level 2 training and want to become a SMoRRES instructor.