Full Goal

Across training sessions (initial 4-6 sessions per partner) and during natural communication opportunities with the AAC user, with a structured partner skills checklist (e.g., aided language input frequency, expectant pause, no-testing, descriptive modeling, message acceptance), partner will demonstrate use of target AAC partner strategies during structured observations of communication interactions with each target strategy demonstrated at fidelity criterion (e.g., ≥3 instances of aided language input per 5-minute interaction, ≥3-second expectant pauses, zero requesting cues during commenting probes) across 3 consecutive observations and ≥80% partner self-rated confidence in strategy use, as measured by SLP structured observation with partner-skills checklist, partner self-assessment, and (optionally) video review for partner self-reflection.

Why a Partner-Side Goal

AAC outcomes depend more on partner behavior than on AAC user behavior, particularly in the early phases. Kent-Walsh et al.’s 2015 meta-analysis identified partner training as one of the most reliable moderators of AAC effectiveness. The math is straightforward: AAC users are exposed to partner communication in volume that dwarfs their own output; partner modeling is the input that shapes user output.

Yet AAC goals typically target the user alone. Partner-side goals appear less often, are less consistently tracked, and are often treated as informal “we’ll talk to the team about modeling” rather than as discrete IEP-grade goals.

This goal puts partner behavior on equal footing with user behavior. It is appropriate as a related-services goal in IEPs (parent training is an allowable related service under IDEA) and as a primary goal in early intervention.

Neurodiversity-Affirming Notes

• Partners are learners too. Most partners want to support AAC users effectively but have not been taught how. Approach partner training with the same respect, scaffolding, and pacing as any other learning.
• No “expert” stance. Partners — particularly parents — know the AAC user in ways the SLP does not. Partner training is collaborative, not didactic.
• Cultural responsiveness. Communication style, family roles, expectations of children’s communication, and language(s) of the home all shape partner training. Binger et al.’s (2008) work with Latino parents is one of the more thoughtful adaptations; broader cultural responsiveness is needed across all populations.
• Peers and paraprofessionals matter. Partner training in school settings often focuses on teachers and SLPs and skips paraprofessionals — the adults who spend the most time with AAC users in many classrooms. Train them explicitly.
• Peer training is high-leverage. Children who use AAC benefit enormously from peers who know how to communicate with them. Brief peer trainings (“here’s how to wait, here’s how to model, here’s how to keep the conversation going”) have measurable effects.

Individualization Guidance

Before using this goal, verify:

• Target strategy selection. Choose 3-5 strategies for the partner to focus on initially. Common: aided language input frequency, expectant pause, message acceptance (responding to communicative intent regardless of “accuracy”), no testing (“show me ‘apple’”), descriptive modeling. Pick based on the partner’s current practice and the AAC user’s needs.
• Initial training format. Kent-Walsh’s ImPAACT program uses a structured 8-step training: pretest, strategy description, modeling, verbal practice, controlled practice, advanced practice, posttest, commitment. The format is well-evidenced and worth learning if you are not already trained.
• Video review when possible. Partners often have limited self-awareness of their own communication patterns. A 5-minute video clip with collaborative review (without judgment) accelerates change more than verbal feedback alone.
• Realistic dose. Initial training is typically 4-6 sessions; maintenance and refinement is ongoing. Plan dosage explicitly in the IEP or therapy plan.
• Fidelity criteria, not vague targets. “Partner will use aided language input” is not measurable. “Partner will model ≥3 instances of aided language input per 5-minute interaction” is. Specify counts or rates.
• Across multiple partners. If the AAC user has multiple key partners (parent, teacher, para, sibling, grandparent), each partner needs the goal — or a structured trickle-down (train teacher → teacher trains para). Document the cascade.
• Sustainability planning. Partner skills decay without practice. Plan for booster sessions, video check-ins, or other low-effort maintenance.

Clinical Notes

The dual criterion — fidelity counts AND self-rated confidence — captures both observable behavior and partner readiness to sustain the skill. High fidelity with low confidence may indicate compliance during observation that won’t generalize. High confidence with low fidelity indicates a calibration problem that needs more video review and feedback.

Choosing fidelity counts over percentage accuracy reflects the nature of partner skills. Aided language input is counted per interaction, not graded for accuracy. Expectant pause is a duration, not a percentage. Match measurement to skill type.

Structured observation with a checklist is the data backbone. Don’t rely on global ratings. The checklist forces specific evidence and gives partners concrete feedback.

This goal is appropriate as:

• A primary goal in early intervention (parent coaching is the EI model).
• A related-services goal on an IEP (parent training as related service under IDEA).
• A team development goal in school settings (paraprofessional or peer training).
• A discharge-planning goal in medical settings (caregiver competency before discharge).

Partner training is not a one-time event. The goal should specify the maintenance plan, including how partner skills will be reassessed and reinforced over time.

Related Goals

• Requesting with Core Vocabulary on Robust AAC System — AAC user-side goal that this partner-side goal supports
• Commenting with Core Vocabulary on AAC System — AAC user-side goal that this partner-side goal supports
• Descriptive Teaching for AAC Symbol Generalization — AAC user-side goal that partner modeling drives