Effects of an AAC App with Transition to Literacy Features on Single-Word Reading of Individuals with Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 115-131
Author(s):  
Jessica Caron ◽  
Janice Light ◽  
David McNaughton
Keyword(s):  
Word Reading ◽  
Single Case ◽  
Severe Disabilities ◽  
Book Reading ◽  
Single Word ◽  
Complex Communication Needs ◽  
Speech Output ◽  
Communication Needs ◽  
Single Word Reading ◽  
Target Words

The purpose of this study was to investigate the effects of Transition to Literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol) within a grid display in an augmentative and alternative communication (AAC) app on the single-word reading skills of five individuals with severe disabilities and complex communication needs. The study implemented a single-case multiple probe research design across one set of three participants. The same design was utilized with an additional set of two participants. During intervention, the T2L feature was activated for targeted words during a book reading activity. The dependent variable was the number of 10 target words correctly identified. With only limited exposure to the T2L feature, the five participants all demonstrated increased accuracy in identification of 10 target words. Four of the five participants generalized learning to use a text-only display for the 10 target words. This study provides preliminary evidence that redesigning AAC apps to include the provision of dynamic text combined with speech output can positively impact the single-word reading of participants. This adaptation in AAC system design could be used to support improved outcomes in both language and literacy.

Assessment of Phonemic Awareness and Word Reading Skills of People With Complex Communication Needs

2004 ◽  
Vol 47 (2) ◽  
pp. 437-449 ◽  
Author(s):  
Teresa Iacono ◽  
Linda Cupples
Keyword(s):  
Construct Validity ◽  
Phonemic Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
Single Word ◽  
Validity Data ◽  
Complex Communication Needs ◽  
Communication Needs ◽  
Single Word Reading ◽  
The Relationship

A series of phonemic awareness (PA) and single-word reading tasks, which did not require spoken responses, was developed for administration to people with complex communication needs. The aims of the study were to (a) determine the construct validity of the PA tasks and (b) investigate the relationship between PA and single-word reading in adults with complex communication needs. Forty adults with physical and/or intellectual disability were administered these tasks and a standardized measure of receptive spoken vocabulary. In assessing construct validity, data from all participants, including those who used speech, were included in a factor analysis, which indicated that the PA tasks loaded onto a single factor. This factor was interpreted to be PA. The relationship between PA and single-word reading in adults with complex communication needs was determined using correlational and multiple regression analyses of data from 34 of the original participants who did not have functional speech skills. These analyses indicated that receptive spoken vocabulary accounted for a significant amount of variance on most tasks. Additional significant variance in performance on the single-word reading tasks was accounted for by performance on the PA tasks, in particular, Nonword Blending and Phoneme Analysis. These results indicate that the tasks developed provide a valid means of assessing PA and single-word reading skills. In addition, the results indicate that adults with complex communication needs demonstrate the same positive association between PA and reading as has been found in other groups of individuals with and without disability.

scholarly journals The Effects of Shared e-Book Reading With Dynamic Text and Speech Output on the Single-Word Reading Skills of Young Children With Developmental Disabilities

2020 ◽  
pp. 1-10
Author(s):  
Susannah Boyle ◽  
David McNaughton ◽  
Janice Light ◽  
Salena Babb ◽  
Shelley E. Chapin
Keyword(s):  
Developmental Disabilities ◽  
Reading Skills ◽  
Word Reading ◽  
Shared Reading ◽  
Book Reading ◽  
Single Word ◽  
Speech Output ◽  
Single Word Reading ◽  
Reading Activities ◽  
Children With Developmental Disabilities

Purpose This study investigated the use of a new software feature, namely, dynamic text with speech output, on the acquisition of single-word reading skills by six children with developmental disabilities during shared e-book reading experiences with six typically developing peers. Method A single-subject, multiple-probe design across participants was used to evaluate the effects of the software intervention. Six children with developmental delays were the primary focus for intervention, while six children with typical development participated as peer partners in intervention activities. e-Books were created with the new software feature, in which a child selects a picture from the e-book and the written word is presented dynamically and then spoken out. These e-books were then used in shared reading activities with dyads including a child with a disability and a peer with typical development. Participants engaged in the shared reading activity for an average of 13 sessions over a 6-week time period, an average of 65 min of intervention for each dyad. Results Participants with disabilities acquired an average of 73% of the words to which they were exposed, a gain of 4.3 words above the baseline average of 1.7 correct responses. The average effect size (Tau-U) was .94, evidence of a very large effect. Conclusion The results provide evidence that the use of e-books with the dynamic text and speech output feature during inclusive shared reading activities can be an effective and socially valid method to develop the single-word reading skills of young children with developmental disabilities.

Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 98-114
Author(s):  
Morgan E. Herbert ◽  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interactions ◽  
Severe Disabilities ◽  
School Students ◽  
Complex Communication Needs ◽  
Peer Network ◽  
Network Intervention ◽  
Communication Needs ◽  
Students With Severe Disabilities

Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.

Differential components of sentence comprehension: Beyond single word reading and memory

NeuroImage ◽  
2006 ◽  
Vol 29 (2) ◽  
pp. 429-438 ◽  
Author(s):  
L.E. Cutting ◽  
A.M. Clements ◽  
S. Courtney ◽  
S.L. Rimrodt ◽  
J.G.B. Schafer ◽  
...  
Keyword(s):  
Sentence Comprehension ◽  
Word Reading ◽  
Single Word ◽  
Single Word Reading

scholarly journals Brain Activation During Reading in Deep Dyslexia: An MEG Study

2000 ◽  
Vol 12 (4) ◽  
pp. 622-634 ◽  
Author(s):  
Matti Laine ◽  
Riitta Salmelin ◽  
Päivi Helenius ◽  
Reijo Marttila
Keyword(s):  
Semantic Processing ◽  
Semantic Analysis ◽  
Right Hemisphere ◽  
Word Reading ◽  
Brain Activity ◽  
Temporal Cortex ◽  
Single Word ◽  
Lexical Semantic ◽  
Deep Dyslexia ◽  
Single Word Reading

Magnetoencephalographic (MEG) changes in cortical activity were studied in a chronic Finnish-speaking deep dyslexic patient during single-word and sentence reading. It has been hypothesized that in deep dyslexia, written word recognition and its lexical-semantic analysis are subserved by the intact right hemisphere. However, in our patient, as well as in most nonimpaired readers, lexical-semantic processing as measured by sentence-final semantic-incongruency detection was related to the left superior-temporal cortex activation. Activations around this same cortical area could be identified in single-word reading as well. Another factor relevant to deep dyslexic reading, the morphological complexity of the presented words, was also studied. The effect of morphology was observed only during the preparation for oral output. By performing repeated recordings 1 year apart, we were able to document significant variability in both the spontaneous activity and the evoked responses in the lesioned left hemisphere even though at the behavioural level, the patient's performance was stable. The observed variability emphasizes the importance of estimating consistency of brain activity both within and between measurements in brain-damaged individuals.

Investigation of the Functional Neuroanatomy of Single Word Reading and Its Development

2018 ◽  
pp. 203-223
Author(s):  
Erica D. Palmer ◽  
Timothy T. Brown ◽  
Steven E. Petersen ◽  
Bradley L Schlaggar
Keyword(s):  
Word Reading ◽  
Functional Neuroanatomy ◽  
Single Word ◽  
Single Word Reading

The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication

2004 ◽  
Vol 47 (6) ◽  
pp. 1424-1439 ◽  
Author(s):  
Karen A. Fallon ◽  
Janice Light ◽  
David McNaughton ◽  
Kathryn Drager ◽  
Carol Hammer
Keyword(s):  
Direct Instruction ◽  
Augmentative And Alternative Communication ◽  
Reading Skills ◽  
Word Reading ◽  
Instructional Program ◽  
Future Research ◽  
Single Subject ◽  
Single Word ◽  
Alternative Communication ◽  
Single Word Reading

Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional program targeted the reading skills of 5 participants who had severe speech impairments and ranged in age from 9 to 14 years old. All 5 participants reached criterion for matching targeted written words to corresponding pictures. Three of the 5 participants demonstrated generalization of reading skills to novel-word reading, and 4 of the 5 generalized reading skills to book contexts. Implications and directions for future research are discussed.

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