Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Interactive Shared Reading Case Study of a Student with Complex Support Needs

  • Nancy A. Quick (Author) Speech-language Pathology, Oklahoma Baptist University image/svg+xml
  • Kathryn E. Dorney (Author) Communication Sciences and Disorders, Western Carolina University image/svg+xml
  • Karen A. Erickson (Author) The Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill image/svg+xml
DOI
https://doi.org/10.64546/jaasep.618
Abstract
Shared reading approaches with school-aged students who have complex support needs (CSN) and complex communication needs (CCN) typically focus on increasing the rate and accuracy of student responses to adult prompts and questions. This descriptive mixed method case study focused on the implementation of a shared reading approach designed to increase the engagement and expressive communication of a student with CSN and CCN. Increases in the teacher’s use of interactive strategies and demonstration of augmentative and alternative communication (AAC) occurred concurrently with increases in student engagement, initiations, and expressive symbolic communication. Implications for teacher practice and teacher preparation programs are discussed.
Keywords
shared reading, complex support needs, AAC, initiation, communication
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How to Cite
Quick, N. A., Dorney, K. E., & Erickson, K. A. (2026). Interactive Shared Reading Case Study of a Student with Complex Support Needs. Journal of the American Academy of Special Education Professionals, 21(1), 59-83. https://doi.org/10.64546/jaasep.618
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  • Article Type Articles
  • Submitted December 23, 2025
  • Published February 11, 2026
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