Objective: This investigation aimed to determine the effectiveness of a communication partner training program in teaching educators to provide aided language modeling focused on social-communicative functions during student-led activities. Method: A multiple baseline across participants single-subject research design was utilized for this investigation. Three participants completed this investigation. Following baseline data collection, each participants received 20-minute training sessions, utilizing the components of description, demonstration, roleplay, and coaching to provide aided language modeling focused on social-communicative functions during student-led activities. Data were collected within 24 hours of each intervention session. The criterion was established as eight modeling occurrences within a 10-minute observation. Maintenance sessions occurred one and two weeks after the intervention. Results: Results of the investigation indicated that each participant demonstrated an increased frequency of aided language modeling during the intervention phase. All participants met the criterion within three to five intervention sessions. Results during the maintenance condition were mixed, with P1 demonstrating a slight decrease in modeling occurrences, P2 demonstrating a sharp decrease in modeling occurrences, and P3 reverting to baseline. Conclusion: The findings of the this investigation support that a communication partner training program that utilizes the components of description, demonstration, roleplay, and coaching effiectively increases the frequency of educators providing aided language modeling focused on social communicative functions. Additionally, the outcome suggests the need for continuous training for educators instead of short-term training sessions. Further research is needed utilizing this intervention with different communication partner populations and setting.
