Purpose: The purpose of the investigation was to examine the effect of a virtual training on typically developing children’s ability to provide aided language input using their sibling’s AAC system. Method: An A-B-A single-subject researcj design was used for this investigation. Four participants, ages 6 years, 10 months to 11 years, 6 months, participated in a three-session virtual training program that addressed skills of modeling, core and fringe vocabulary, and shared storybook reading. Data related to the number of models provided were collected at baseline, during the intervention phase, and following completion of the training sequence. Results: The results of this investigation indicated a positive relationship between the completion of virtual training and the ability to provide aided language input. All four participants demonstrated an increase in the number of models provided. Conclusion: These findings demonstrated that participation in virtual training can increase a typically developing child’s ability to provide aided language input using their sibling’s AAC system.
