The Penn State AAC Literacy Team 2016 8/7/16 RERC-AAC.ORG 1 Evidence-based Literacy Intervention and...

ISAAC2016 8/7/16

RERC-AAC.ORG 1

Evidence-basedLiteracyInterventionandAppsfor

IndividualsWhoRequireAACJaniceLight,DavidMcNaughton,&

JessicaCaronPennStateUniversity

Handoutsathttp://aac.psu.edu

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ThePennStateAACLiteracyTeam

• Suz Boyle• ShelleyChapin• JessicaCurrall• ChristineHolyfield• ClarkKnudtson• LaurenKarg

• MaggieLamb• KelseyMandak• AshleyMcCoy• Lauramarie Pope• EthanRichtsmeier• MarissaWeyer

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Benefitsofliteracyskills

• Literacyskillsarecriticallyimportant– Supportparticipationineducation– Enhanceemploymentopportunities– Facilitatepersonalexpression&socialrelationships(e.g.,texting,blogs,Facebook)

– Allowaccesstoenjoyableleisurepursuits(e.g.,reading,surfingtheInternet,accessingsocialmedia)

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BenefitsofliteracyskillsforindividualswithCCN

• LiteracyskillsareevenmoreimportantforindividualswithCCN– Expandcommunicationoptionssignificantly

– Increaseperceptionsofcompetence

– Increaseself-esteem

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Theproblem

• Morethan90%ofindividualswithCCNenteradulthoodwithoutfunctionalliteracyskills(Foley&Wolter,2010)

• Asaresult,theyareseverelyrestrictedintheirparticipationin– Education– Employment– Healthcare– Communityliving

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Barrierstoliteracylearning

• LackofliteracycurriculaadaptedtomeettheneedsofindividualswithCCN– Existingliteracycurriculaassumespokenlanguagefoundation&requirespokenresponses

• LackofAACtechnologiesthatsupportthetransitionfromgraphicsymbolstoliteracy

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Goalsofpresentation• Shareevidence-basedinstructiontoenhancetheliteracyskillsofindividualswhorequireAAC– Describeinstruction– Shareresearchresultswithcaseexamplestoillustrate

• Shareevidence-basedappsdesignedtosupportthetransitionfromgraphicsymbolstoliteracy– Describetheapps– Shareresearchresults&caseexamplestoillustrate

• FundedthroughtheRERConAAC– NIDILRRgrant#90RE5017– Authorshavenofinancialinterest

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InstructiontobuildliteracyskillsofindividualswhorequireAAC

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Componentsofeffectiveevidence-basedliteracyintervention

1. Sufficienttimeallocatedforinstruction2. Appropriateinstructionalcontent3. Appropriateinstructionalprocedures4. Adaptationstoallowactiveparticipationof

individualswithCCN5. Positiverapport&motivatinginstruction6. AACtechnologiesthatsupportthetransition

fromgraphicsymbolstoliteracy

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Skillstargetedinintervention– Readingtostudent&talkingabouttexts– Phonologicalawarenessskills– Letter-soundcorrespondences–Decodingskills– Sharedreading– Sightwordrecognitionskills– Readingandunderstandingbooks/othertexts– Earlywritingskills

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Directinstructioninbasicskills

• Model– Instructordemonstratestheskillforthestudent

• Guidedpractice– Instructorprovidesscaffoldingsupport/promptstohelpthestudentperformtheskillsuccessfully

– Instructorgraduallyfadesthescaffoldingsupport

• Independentpractice– Studentperformstheskillindependently– Instructorprovidesfeedback

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Applyingskillsinmeaningfulliteracyactivities

• Providefrequentopportunitiestoapplyskillsinmeaningfulliteracyactivities– Demonstratepurposeofinstruction

• Increasemotivationforlearningtoread&write– Enhancegeneralizationofskills

• Encouragegeneralizationtonewmaterials/contexts– Provideadditionalopportunitiestopracticeskills

• Buildfluencyinbasicskills• Practiceintegrationofskillsrequiredtoreadandwrite

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Checklistforeffectiveliteracyinstructionq Makeinstruction

meaningful§ Target importantliteracyskills§ Includemotivatingwords&topics§ Makeconnectionstopersonalexperiences

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q Modifytheactivitytosupportparticipation

§ Utilizefamiliarcontent /taskformats§ Providepictures orsignsasresponseoptions§ Selectfoilscarefully§ Provideoralscaffoldingsupportasrequired

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q Provideeffectiveinstruction

§ Modeltask§ Provideguided practicetopromotesuccess/minimize

error§ Providefeedbackonresponses§ Promoteindependencebyfadingsupport

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q Ensuremultipleopportunities topracticeskills

§ Providefocused instructionatleast3-5timesperweek§ Practicenewskillsandreviewpreviouslylearnedskillsin

meaningfulactivities§ Provide10ormoreopportunitiestopracticeeachskill

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CaseExample:MF• MFstartedinterventionat3;2• DiagnosisofASD• Delayedexpressive,receptive,

andsocialdevelopment• Atstartofstudy,verylimited

speech– yetspeechprogressedthroughoutliteracyintervention

• Vision,hearing,andmobilityallwithinfunctionallimits

• ReceivingspeechtherapyandABAservicesthroughPre-K

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Skill Instruct Mastered

SoundBlending

InitialPhonemeSegmentation

LetterSoundCorrespondences

Decoding

SightWords

Sharedreading

ReadingComprehension

Writing

SkillsTargetedatFirstStageofLiteracyInstruction

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Instructioninsoundblending

• Goal– Thestudentwillblendphonemespresentedorally&determinetargetword

• Task– Present4ormoreAACsymbols/pictures&labelorally

– Saythetargetwordorallywitheachphonemeextended1-2seconds

– Studentmustblendthephonemesand• pointto/selecttheAACsymbolor• say/signtheword 19

Letter-SoundCorrespondences

• Goal– Thestudentwillmatchatargetphonemepresentedorallytothecorrectletter

• Task– Present4ormoreletters– Saythetargetphoneme(sound)e.g.,m– Studentmustselecttheletterthatrepresentsthetargetphoneme

• Alternativetask– Showthestudentaletter– Studentmustsaythelettersound

a m p t

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Letter-Sound Correspondence Knowledge:• Knew all 26 letter names• Did not know all 26 letter sounds

• MF initially stated letter names instead of letter sounds during letter-sound correspondence activities

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Skill Instruct Mastered

SoundBlending



Decoding

SightWords

Sharedreading


Writing

Nextsteps:Introducingbasicskills

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Decoding

• Goal– Thestudentwilldecodeawrittenword&matchittothecorrectAACsymbol/pictureorsay/signtheword

• Task– Present4ormoreAACsymbols/pictures;review

– Presentthetargetwrittenword– Studentmustreadthewordand

• pointto/selecttheAACsymbol/pictureofthetargetwordor

• matchthewordcardtothesymbol/pictureor

• say/signtheword

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SightWords

• Teachsightwordrecognition– Highlymotivatingwordsthataretoocomplextodecode

– Irregularwordsthatarefrequentlyoccurring

• Goal/task– Present4ormorewrittenwords

– Saythetargetsightword– Studentmustselectthecorrectwrittenword

– Usethistaskifsightwordsarenoteasilyimaged

swim eat

horse school

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SharedReading

• Goal:Thestudentwillreadsightwordsand/ordecodetargetwrittenwordsduringsharedreadingactivity

• Task:– Presenta5-10-pagebook– Presentthesimplewrittensentencewiththetargetwordhighlighted

– Readthesentenceoutloudandpauseatthetargetword• Studentshouldreadthetargetwordandsign/say/pointtopicturesfromanarray 25

SharedReadingBookExamples:

BookExample1.

BookExample2.

BookExample3.

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meaningful§ Includemotivatingwords&topics

§ AlvinandtheChipmunks


§ Providepicture optionsinearliersessions,thenfaded§ E.g.,Fieldof4picturesindecoding


§ Provideguided practicetopromotesuccess/minimizeerror§ E.g.,sayingeachsoundandhelpingtodecodewhen

needed,alsoreadingwordsthathadn’tbeenintroducedtohimyet


§ Booksfromdecodingwereincludedintosharedreading§ Bookswere10pagesinlength

CaseExample:MF

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Nextsteps:PuttingitalltogetherSkill Instruct Mastered

SoundBlending



Decoding

SightWords

Sharedreading


Writing(Encoding)28

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Writing(Stepstowardsencoding)

• Goal:Thestudentwillacquirehigh-interest/frequencywordsthataredifficulttodecode

• Task:– Presentsix(ormore)lettersinacircle(notaline)– Presentthetargetwordinpictureform(e.g.,cat)– Studentmustselecttherightlettersandputthemin

therightordertoencode/spellthetargetword

• Considerations:– StartwithCVCwordswithknownletter-sound

correspondences– Startwithlettertiles,thentransitiontokeyboard– Startwithoneortwohigh-interestwordsandslowly

buildfromthere(forsightwords)

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ReadingWithComprehension

• Goal:Thestudentwilldecodeorrecognizebysighteachwordinasentenceandprocessthewordstoderivethemeaningofthefulltext

• Task:– Studentreadsthetext(illustrationsarecovered)

– Studentselectsthepicturethatrepresentsthemeaningfromthegroup

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MF– ExampleofSummaryofSessions

Sessions(February-June)

Sessions(August-September)

• Soundblending• Lettersounds• Decoding• Sharedreading

• Lettersounds• Decoding• Sightwords• Sharedreading

Sessions(September-December)� Decoding� Sightwords� Comprehension� Encoding� Sharedreading

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meaningful§ Includemotivatingwords&topics

§ AlvinandtheChipmunks,PetetheCat,Nemo§ Relatedtopersonalexperiences

§ Talkedaboutfamilymembersandpetsq Modifytheactivityto

supportparticipation§ Providepicture options

§ E.g.,Fieldof4picturesindecoding§ Selectfoilscarefully

§ E.g.,Oneiconwithsimilarinitialletterindecodingq Provideeffective

instruction§ Modeltask§ Provideguided practicetopromotesuccess/minimizeerror

§ E.g.,sayingeachsoundaloudduringguidedpracticeforencoding

§ Providefeedbackonresponses


§ Practicenewskillsandreviewpreviouslylearnedskillsinmeaningfulactivities

§ Provide10ormoreopportunitiestopracticeeachskill§ E.g.,decodingtrialswereoutof10,sharedreading

bookswere10pageslong

CaseExample:MF

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MF– Summary• MFmadesignificantgains

inliteracyin1year– Participatingin~20hoursofinstruction

– Noliteracyinstructionbyfamily(otherthansharedreading)andlimitedliteracyinstructionbyPre-K(letternamesandsounds)

• MFwillbeenteringKindergartenfullyincluded– Ashismomadds– withbetterliteracyskillsthanhistwinsister!

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Krista• 8yearsold• Weissenbacher-Zweymuller

Syndrome• Tracheotomy• Visualimpairment• Bilateralsensorineural

hearingloss• Usesapowerwheelchair• Limitedfinemotorskills• Attendslifeskillsclass• Communicates

telegraphicallyusing– Signapproximations&gestures– Facialexpressions– SpeechGeneratingDevice

(SGD)withlimitedvocab• Nonliterate

– Historyoffailure&lowexpectations

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Adaptinstructiontomeetcomplexneeds

• Accommodatevisualimpairment– Ensureappropriatecorrection/glasses

– Providelargeprint– 80pointfont

– Providecolorcontrast• blacktextonyellowbackground

• Accommodatehearingimpairment– UtilizeFMsystem/bilateralhearingaids

– Provideaugmentedinput• speech+signorwriting

– Usevisualcues

a m p t

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Adaptinginstructiontomeetcomplexneeds

• Supportcomprehension&languageskills– Usewrittenwords,pictures,&signtoaugmentinput

– Startwithfamiliar,highinterestconcepts

– Teachnewlanguageconceptsincontextasrequired

• Adaptinstructionalsequencetomeetneedsandskills

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InitialinstructionSkill Instruct Mastered

SoundBlending



Decoding

SightWords– highinterest

Sharedreading– favoritetopics


Writing37


• Incorporateinstructioninsightwordsearly– Provideaccesstosharedreadingassoonaspossible– Increasemotivation

• Applyskillsinthecontextofmeaningfulreadingactivitiesfromthebeginning– Utilizehighlymotivatingreadingmaterials– Focusonpersonalexperiences

• Enhancemotivation• Providecontexttosupportunderstanding

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SoundBlending


LetterSoundCorrespondences• Introduce incrementallyDecoding

SightWords

Sharedreading


Writing39


• Adaptinstructioninletter-soundcorrespondences– Modifysequenceofletter-soundstoaccommodatehearingloss

– Providevisualcues• Providevisualsupportswhenteachingphonologicalawarenessskills– Reducedemandsonauditoryprocessing– Introducesoundblendingwithwrittenwords(visualcuesofletters)

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SoundBlending


LetterSoundCorrespondences• Introduce incrementallyDecodingwithknownletters

SightWords

Sharedreading


Writing41 42

Iwentonaboatwithdad.

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Ihittheballwithmom.

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Mom,dad,andIwentonatrain.

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Nextsteps:ExpandingbasicskillsSkill Instruct Mastered

SoundBlending


LetterSoundCorrespondences 10 lettersounds

Decoding cvc wordswithknown letters

SightWords 30+sightwords

Sharedreading withknownwords


Sharedwriting/encoding46

NextstepsinliteracyinstructionExpandingbasicskills

• Continuedinstructionin– sightwordrecognition– decodingskills– lettersoundcorrespondences• Introducekeyboardassoonasacquires6-7letter-sounds

• Highlightlettersasacquired

• Introducephonemesegmentationtosupportwriting

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Earlywritinginstruction• Offerchoicesoffamiliarandmotivatingtopics• Providevisualsupports

– Photosorimagesofinterest• Generatetext

– Startwithveryshortstories– Graduallyincreaselength&complexity

• Completesharedwriting– Studentgeneratestextforknownwords;instructorhelpswithdifficultwords

– Chunktextforwritingtoreduceworkingmemorydemands• e.g.,subjectphrasefirst,thenverbphrase,etc

• Provideguidedpracticetosupportphonemesegmentationandencodingasrequired– Fadepromptstosupportindependence

• Publishbooksandusethemforsharedreading48

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Nextstepsinliteracyinstruction:Expandingbasicskills

• Applicationofsightword&decodingskillsincontextofsharedreading– Introducewiderangeofreadingmaterials

• Personalbooks• Curriculum-relatedmaterials

– Introducereadingbuddyprogram– Targetmorewordspersentence

• Transitiontoreadingsentences&simplestories• Introducebasiccomprehensionactivities

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ResultsforKrista

• Results– afterapproximately55hoursofinstruction– over16monthperiod– 9yearsold

• Lettersoundcorrespondences– Knows19letter-soundcorrespondences

• a,m,t,b,i,r,o,c,e,g,u,l,n,s,d,h,f,p,andj

>90%accuracyfromkeyboard– Increasedrateofacquisitionovertime

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ResultsforKrista• Singlewordreading/decoding

– Reads60+words>90%accuracy

• Readswiderangeofbooks– Readsshortsentences/simplestoriesindependently

>90%accuracy– Readssuccessfullywithadultsandpeers

• Earlywriting– Locateslettersonkeyboard– Typesknowncvcwordsaccurately– Learningtotypesimplesentences

• Continuedincreasesinlanguageskills– Useofwrittenlanguagetobuildlanguageskills

• Expandingvocabulary• Buildingsyntax

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Nextsteps:PuttingitalltogetherSkill Instruct Mastered

SoundBlending


LetterSoundCorrespondences 19lettersounds>90%accuracy

Decoding cvc wordswithknownletters

SightWords >60words>90%accuracy

Sharedreading Shortsentences/simplestories

ReadingComprehension Simplefactualquestions

Sharedwriting/encoding Knowncvcwords 52

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meaningful§ Startedwithsightword/sharedreadingtobuild

motivation§ Thentaught basicskills;alwaysprovidedopportunitiesto

applyskillsinmeaningfulactivities§ Includedmotivatingfamiliartopics– family,ZacEfron


§ Utilizedfamiliarcontent /taskformats§ Providedpictures&signsasresponseoptions§ Providedvisualsupports§ Modifiedsequenceoflettersoundstoaccommodate

hearing§ Usedlargefont;contrastingcolor(blackonyellow)


§ Providedmodel,guided practice,independentpractice§ Promotedindependencebyfadingsupport§ Providedfeedbackonresponses


§ Providedinstruction1-2timesperweek§ Ideallymoreintensiveinstruction

§ Practicednewskills&reviewedoldskills§ Providedatleast10opportunitiestopracticeeachskill

CaseExample:Krista

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Outcomesofliteracyintervention

• 15participantsinlargerliteracystudy– 3yearsoldtoadolescents– Widerangeofspecialneeds

• autism,cerebralpalsy,developmentalapraxia,Downsyndrome,multipledisabilities

– Usingvariousmeansofcommunication• speechapproximations,signs,PECSorotherlowtechsystems,speechgeneratingdevices(SGDs),mobiletechnologyandAACapps

• 100%ofparticipantslearnedtoread– Timetoacquisitionvariedacrossparticipants– Schools&familiesreportedhighlevelsofsatisfactionwithinstruction&outcomes

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meaningfulactivities§ Provide10ormoreopportunitiestopracticeeachskill

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Barrierstoliteracylearning

• LackofliteracycurriculaadaptedtomeettheneedsofindividualswithCCN– Existingliteracycurricularequirespokenresponses

• LackofAACtechnologiesthatsupportthetransitionfromgraphicsymbolstoliteracy

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CurrentAACtechnologies/apps• IndividualswhorequireAAC

whoarenonliterate useAACsystems/appswithgraphicsymbols– E.g.,GriddisplayswithPCS,

Symbolstix,etc.– Minspeak icons– Visualscenedisplays,etc

• Thesesystems/appsdonotsupportthetransitionfromgraphicsymbolstoliteracy– Staticpresentationoftext– Displacedpresentationoftext

inmessagebar

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AACappstosupportthetransitionfromgraphicsymbols

toliteracy

Theseappsareintendedtocomplement,notreplace,literacy

instruction

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AACtechnologiestosupportthetransitiontoliteracy(T2L)

• AACappsthatsupportthetransitiontoliteracy(T2L)– IndividualselectsapicturesymbolfromAACdisplay

– Writtenwordappearsdynamically

– Writtenwordisspokenbytheapp

• 2apps– Grid-basedT2LappdevelopedbySaltillo(Hershberger)

– VSDT2LappdevelopedbyInvoTek (Jakobs)• IncorporatedintoSnapScenebyTobiiDynavox 59

Research-baseddesignofT2Lapps• DesignofT2Lappsgroundedinstateofthescienceinvisualcognitiveprocessing&literacylearning– Individualselectsgraphicsymbolonscreen

• Learningisdrivenbytheindividual’sinterests&needs– Textisdynamicallypresentedonthescreen

• Movementisstrongattractorofvisualattention– Textispairedwithgraphicsymbol&speechoutput• Pairingsupportslearningoflinkbetweenwrittenwordandreferent

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InvestigatingtheeffectsofT2Lappsonliteracylearning

• Seriesofsinglesubjectexperimentaldesigns– ChildrenandadultswithASD,CP,&IDD

• Researchhypothesis– IndividualswithCCNwillincreaseliteracyskillsasaresultofT2Lapp

• Design– IV=T2Lapp(VSDorgrid)

– DV=Accuracyreadingsinglewords

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Evaluatingthegrid-basedT2Lapp• 2studiestoevaluateeffects

ofgrid-basedT2Lapp– School-agednonliteratechildrenwithASD(JessicaCaron&ClarkKnudtson)

– School-agedchildrenwithASDwithlimitedliteracyskills(JessicaCaron,ChristineHolyfield&ClarkKnudtson)

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STUDY1:TRANSITIONTOLITERACY– GRIDDISPLAYINDIVIDUALSWITHASD,CCN,ANDSOMEBASICLITERACYSKILLS

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ResearchQuestion:• WhatistheeffectoftheT2Lappontheacquisition,maintenance,andgeneralizationofsinglewordreadingbychildrenwithASD,CCN,andsomebasicliteracyskills?

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Materials/Procedures:SightWordProbeMaterials(howweassesslearning)• Wordprintedonyellow• Imagesrepresentingtargeted

words• All“AngryBirds”relatedwords

– Sharedinterestsacrossparticipants– Ageappropriate– AppisavailableforleisureoniPads– Selectedwordsthatwouldexpand

theirvocabularyandthattheydidn’talreadyknow

• Wordsrangeinlength(4-8letters)

ExposureMaterials(“intervention”)

• T2LApp– NovaChat Device– dynamicallydisplayingtext

withingraphics-basedAACsoftware

– exposuretotablettechnologywiththeAACapplications;• 12wordstotal(and2models)

– Showedpicture- wastoldtomatch/findthepictureontheAACT2Lapp

– 4exposurestothewordpersession(wordwasonthescreenfor3sec)

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J• Age:10;9• ASDDiagnosis:

– CARSassessment– “Severe”• Communicates:

– Echolalic andscriptedspeech• EducationalSetting:

– ElementarySchoolAutismSupportClass,1:1aide

• LiteracySkills:– WRMT-IIscores- <1%ile– TACL-3- <1%ile– Notindependentlydecoding– ~200Sightwords

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J- Results:

Baseline:•Averageof23%correct(range:17%to33%)

Maintenance:• Short-termprobesat3and8

weeks• Long-termprobeat10weeks

• Heaveraged81%correctforthisphaseofthestudy(range75%to92%).

• NAP=100%non-overlapping

Intervention:• Averageoftheintervention

criterionwas92%• Overallgainof+69%.• NAP=100%non-overlapping

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J– Results:

Baseline:•NoAAC-mediatedexposuretodynamictext

Intervention:• Metcriterionafterfoursessions,fora

totalof16exposurestoeachword• 48secondsperword

• Participatedatotalofeightsessions,foratotalof32exposurestoeachword• 96secondsperword

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W• Age:14;0• ASDDiagnosis:

– CARSassessment– “Severe”• Communicates:

– iPadwithAssistiveChat– 5-10Signs– PhysicalCommunication

• EducationalSetting:– MiddleSchoolAutismSupport

Class,1:1aide• LiteracySkills:

– WRMT-IIscores- <1%ile– TACL-3- <1%ile– Notindependentlydecoding– ~200Sightwords

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WJ- Results:

Baseline:•Averageof18%correct(range:8%to25%)

Maintenance:• Short-termprobesat3and5

weeks• Long-termprobeat11weeks

• Heaveraged72%correctforthisphaseofthestudy(range58%to83%).

• NAP=100%non-overlapping

Intervention:• Averageoftheintervention

criterionwas80%(range:67%to83%)

• Overallgainof+62%.• NAP=100%non-overlapping

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WJ– Results:

Baseline:•NoAAC-mediatedexposuretodynamictext

Intervention:• Metcriterionafterthreesessions,for

atotalof12exposurestoeachword• 36secondsperword

• Participatedatotalofsixsessions,foratotalof24exposurestoeachword• 72secondsperword

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Summary• Mosterrorswithwordsthataremoreabstract– Lower(W)– Higher(J)

• Leasterrorswithcharacters– Bubbles(W)– Bubbles(J)

• JandWprovideevidencethataredesigninAACapps,includingtheprovisionofdynamictextfeaturesandspeechoutput,positivelyimpactsthesingle-wordreadingofindividualswithASD,CCN,andsomeliteracyskills.

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InvestigatingtheeffectsoftheVSDT2Lapp

• 4studiestoevaluateeffectsofVSDT2Lappinprogress

• YoungpreliteratechildrenwithASD(KelseyMandak &MaggieLamb)

• YoungpreliteratechildrenwithIDD(ShelleyChapin&EthenRichtsmeier)

• Youngpreliteratechildrenatriskandtheirpeersinsmallgroups(Suz Boyle&AshleyMcCoy)

• AdultswithIDD(ChristineHolyfield&Lauramarie Pope)

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STUDY2:TRANSITIONTOLITERACYEFFECTOFVSDAPPONADULTSWITHIDD

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CaseStudy:Tiffany• 22yearsold• Liveswithparents• Attendsapost-highschool

educationalprogramforadultswithintellectualanddevelopmentaldisabilities

• HasDownsyndromeandahistoryofseizures

• Communicatesprimarilythroughspeech,butishighlyunintelligibletounfamiliarcommunicationpartners

• Recognizeslessthan10sightwordsanddemonstratesknowledgeoflessthan5letter-soundcorrespondences(bothestimatedfromperformanceoninformalliteracytasksandguardianreport)

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Intervention• Topromotesingle-wordreading

skills,Tiffanyparticipatedinstructured,10mininteractionswiththeinterventionistduringwhichsheusedtheapptoinitiateconversation,andtheresearcherexpandedonheractivations

• Twowordswereintroducedonthetabletatatimebasedonherperformanceintheprobesidentifyingthewordsoutofafieldoffour

• WordswerechosenbasedontheirmeaningfulnesstoTiffany,andthelikelihoodshewouldencounterthewordsonYouTubeorFacebook(twoofherfavoritepastimes) 76

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Results• Tiffanyparticipatedinatotalof8interventionsessions• Sheaccuratelyidentified8ofthewordsintroduced(fourpairs)afteronlyonesession;theothertwowords(onepair)sheaccuratelyintroducedaftertwosessions

• Sheaccuratelyidentified9ofthe10targetwordsafteronly6interventionsessions;thistranslatestoabout1hr ofinterventionandabout10minofexposuretotargetwordspairedwiththeirauditoryrepresentations(i.e.,voiceoutput)

• Thatistosay,Tiffanymayhavedoubledhersightwordinventorywithlessthananhourstimeusingtheappwithadynamictextfeature

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Results

Tiffanyincreasedheridentificationofwordsasaresultoftheinterventionutilizingtheappwithdynamic-textfeatures.Hersuccessreadingsinglewordsalsogeneralizedwhenpresentedwithphotostimulithatwerenotusedduringintervention,suggestingtheliteracyknowledgeshedevelopedintheinterventionmightbeaccessibleforhertouseindailylife,ratherthanjusttiedtotheparticularvisualscenedisplayswithwhichwordsappearedinintervention.

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SummaryofpreliminaryresultsImpactofAACT2Lappsonliteracylearning• IntroductionoftheT2Lappsresultedin successful

acquisitionofwrittenwordsbychildren&adultswithrangeofdisabilities

• VSDT2Lapp• Grid-basedT2Lapp

• Mostindividualsacquiredthewrittenwordssuccessfullywithonlyminimalexposuretothewordsviatheapp

• Individualswhohadsomebeginningliteracyskillslearned fasterthanthosewhowerenonliterate atthestart– IdeallyindividualswithCCNwouldusetheT2LAACappasanextensiontoeffectiveliteracyinstruction

• Rememberthatthesearepreliminaryresultsandshouldbeinterpretedwithcaution

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Theartandscienceofliteracyintervention

• Thescienceofliteracyintervention– Implementeffectiveevidence-basedinstruction

1. Allocatesufficienttimeforinstruction2. Targetappropriateinstructionalcontent/skills3. Implementeffectiveinstructionalprocedures4. Provideadaptationstoallowactiveparticipationof

individualswithCCN5. ProvideaccesstoAACsystemsthatsupportthe

transitiontoliteracy6. Buildpositiverapportandensuremotivating

instruction

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meaningfulactivities§ Provide10ormoreopportunitiestopracticeeachskill§ IntroduceT2Lappstosupportliteracylearning 81

Theartandscienceofliteracyintervention

• Thesciencealoneisnotenough

• The“art”ofliteracyinterventionisalsocritical– thebeliefandthecommitmenttotherightofallindividualstohavetheopportunitytolearn&seektheirfullpotential

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Additionalresources• Websites

– Light,J.&McNaughton,D.Literacyinstructionforlearnerswithautism,cerebralpalsy,Downsyndromeandotherdisabilities.http://aacliteracy.psu.edu

– TheRERConAAChttp://rerc-aac.org• Webcast

– Light,J.&McNaughton,D.(2010).Improvingliteracyoutcomesforindividualswithautismspectrumdisordersandlimitedspeech.Webcastpresentedathttp://aacliteracy.psu.edu/index.php/page/show/id/17

– Light,J.&McNaughton,D.(2006).MaximizingtheliteracyskillsofindividualswhorequireAAC.WebcastpresentedthroughtheRERConAAChttp://rerc-aac.org

• Instructionalresources– Light,J.&McNaughton,D.(2009).AccessibleLiteracyLearning

(ALL): Evidence-basedreadinginstructionforlearnerswithautism,cerebralpalsy,Downsyndromeandotherdisabilities.SanDiego,CA:Mayer-Johnson

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Additionalresources• Literacyapps

– Grid-basedT2LappseeSaltillohttps://saltillo.com/– VSDT2LappseeInvoTek http://www.invotek.org/– ALLappandSnapScene appwithT2LfeatureseeTobiiDynavox

http://www.tobiidynavox.com/• Selectedpublications

– Light,J.&McNaughton,D.(2009).MeetingthedemandsofthecurriculumforconventionalandadvancedreadersandwriterswhorequireAAC.InG.Soto&C.Zangari (Eds.).PracticallySpeaking:Language,literacy,andacademicdevelopmentforstudentswithAACneeds.Baltimore,MD:PaulH.BrookesPublishingCo.

– Light,J.,McNaughton,D.,Weyer,M.,&Karg,L.(2008).Evidence-basedinstructionforindividualswhorequireaugmentativeandalternativecommunication:Acasestudyofastudentwithmultipledisabilities.SeminarsinSpeechandLanguage,29,120-132.

– Light,J.&McNaughton,D.(2013).Literacyinterventionforindividualswithcomplexcommunicationneeds.InD.Beukelman &P.Mirenda (Eds.)Augmentativeandalternativecommunication:Supportingchildrenandadultswithcomplexcommunicationneeds.Baltimore,MD:PaulH.BrookesPublishingCo.

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Forfurtherinformationonliteracyintervention&apps,visit

http://aacliteracy.psu.edu http://rerc-aac.org

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Forhandouts,visithttp://aac.psu.edu

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Acknowledgements• Weareespeciallygratefultotheindividualswhoparticipated

inthisproject.Thankyouforallowingustobeapartofyourlives.

• ThecontentsofthispresentationweredevelopedunderagrantfromtheNationalInstituteonDisability,IndependentLiving,andRehabilitationResearch(NIDILRRgrantnumber#90RE5017)totheRehabilitationEngineeringResearchCenteronAugmentativeandAlternativeCommunication(RERConAAC).http://rerc-aac.org

• NIDILRRisaCenterwithintheAdministrationforCommunityLiving(ACL),DepartmentofHealthandHumanServices(HHS).ThecontentsofthispresentationdonotnecessarilyrepresentthepolicyofNIDILRR,ACL,HHS,andyoushouldnotassumeendorsementbytheFederalGovernment.

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The Penn State AAC Literacy Team 2016 8/7/16 RERC-AAC.ORG 1 Evidence-based Literacy Intervention and...

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