The successful implementation of an augmentative and alternative communication (AAC) system often depends on the quality of the training of the communication partners. This single-subject, multiple-probe investigation was designed to determine whether using specific teaching strategies with the communication partners of adults with complex communication needs (CCN) in Guatemala would improve the quality of communicative interactions through the increased use of open-ended questions, expectant delay, and aided AAC modeling using a static visual screen display (VSD). The teaching intervention was implemented immediately before engaging in a naturalistic communication interaction, and included descriptive overview, instructor modeling, guided practice, and role plays. The intervention resulted in significant improvement in each of the three targeted behaviors for the communication partner. The percentage of nonoverlapping data (PND) when the baseline phases were compared to the intervention phases was 100% for all participants in all dependent variables. The findings demonstrated that the package of teaching methods can be effective in teaching individuals in a low and middle income (LAMI) country how to improve the quality of their communicative interactions with their adult relatives with CCN. The results have future implications for speech language pathologists (SLPs) providing services to families from different cultures and countries.
