Augmentative and alternative communication based interventions support individuals with complex communication needs in becoming effective and efficient communicators. However, there is often a disconnect between language models, communication opportunities, and desired intervention outcomes in the intervention process. This article outlines a service delivery model that unites these elements of intervention. The social theory of language acquisition provides the foundation of this immersion model, while adaptations of indirect language stimulation strategies create the support system necessary to develop an independent and functional communicator. The model described in this article may be replicated or modified to meet the needs of individuals in any classroom or intervention setting.
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