{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,15]],"date-time":"2026-07-15T16:19:58Z","timestamp":1784132398277,"version":"3.55.0"},"reference-count":43,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2020,11,13]],"date-time":"2020-11-13T00:00:00Z","timestamp":1605225600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J intellect Disabil Res"],"published-print":{"date-parts":[[2021,2]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Behavioural skills training (BST) has demonstrated effectiveness in training teachers in evidence\u2010based interventions to increase communication for children with limited repertoires. However, research has yet to extend to youth with developmental disabilities who are learning to communicate using speech\u2010generating devices. The emergent use of telehealth technology in applied behaviour analysis has been associated with greater access to therapeutic services. Although the use of telehealth has been extended as an avenue for parents to access behavioural intervention services for their child, fewer studies have evaluated the use of telehealth for teacher behavioural consultation or with adolescents and young adults with complex communication needs.<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>In the present study, four teaching staff were trained via telehealth to implement communication facilitation strategies with augmentative and alterative communication users in a high school functional skills classroom. During the coaching sessions, the staff were provided BST on the basic behaviour analytic teaching strategies (e.g. assessing preference, environmental arrangement, and reinforcement strategies). Independent adapted ABAB designs were used to evaluate the effectiveness of modified BST delivered via telehealth on increased teaching staff\u2010implemented communication opportunities within the functional skills classroom and the effectiveness of staff\u2010implemented communication intervention on increased speech\u2010generating device mands for four adolescents\/young adults with developmental disabilities.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>The results indicated that the improved staff fidelity of the communication interventions was associated with the increased level of independent student mands for each dyad. Lastly, social validity data suggest that the procedures were acceptable and feasible. These data indicate that the use of telehealth may be a viable model for specialised classroom consultation.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>The use of a telehealth delivery model to train classroom staff may be a viable option when specialised support is necessary, but access is limited.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jir.12794","type":"journal-article","created":{"date-parts":[[2020,11,13]],"date-time":"2020-11-13T09:22:13Z","timestamp":1605259333000},"page":"133-148","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":26,"title":["Using behavioural skills training via telehealth to increase teachers use of communication interventions and increase student use of speech\u2010generating devices in a high school functional skills classroom"],"prefix":"10.1111","volume":"65","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0664-1346","authenticated-orcid":false,"given":"A.","family":"Carnett","sequence":"first","affiliation":[{"name":"Educational Psychology, School of Education Victoria University of Wellington  Wellington New Zealand"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"S.","family":"Hansen","sequence":"additional","affiliation":[{"name":"Learning Sciences Georgia State University  Atlanta GA USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"C.","family":"Tullis","sequence":"additional","affiliation":[{"name":"Learning Sciences Georgia State University  Atlanta GA USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"W.","family":"Machalicek","sequence":"additional","affiliation":[{"name":"Special Education University of Oregon  Eugene OR USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2020,11,13]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/8756870517703395"},{"key":"e_1_2_10_3_1","volume-title":"Augmentative and alternative communication: supporting children and adults with complex communication needs","author":"Beukelman D. 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