the penn state aac literacy team 2016 8/7/16 rerc-aac.org 1 evidence-based literacy intervention and...
TRANSCRIPT
ISAAC2016 8/7/16
RERC-AAC.ORG 1
Evidence-basedLiteracyInterventionandAppsfor
IndividualsWhoRequireAACJaniceLight,DavidMcNaughton,&
JessicaCaronPennStateUniversity
Handoutsathttp://aac.psu.edu
1
ThePennStateAACLiteracyTeam
• Suz Boyle• ShelleyChapin• JessicaCurrall• ChristineHolyfield• ClarkKnudtson• LaurenKarg
• MaggieLamb• KelseyMandak• AshleyMcCoy• Lauramarie Pope• EthanRichtsmeier• MarissaWeyer
2
Benefitsofliteracyskills
• Literacyskillsarecriticallyimportant– Supportparticipationineducation– Enhanceemploymentopportunities– Facilitatepersonalexpression&socialrelationships(e.g.,texting,blogs,Facebook)
– Allowaccesstoenjoyableleisurepursuits(e.g.,reading,surfingtheInternet,accessingsocialmedia)
3
BenefitsofliteracyskillsforindividualswithCCN
• LiteracyskillsareevenmoreimportantforindividualswithCCN– Expandcommunicationoptionssignificantly
– Increaseperceptionsofcompetence
– Increaseself-esteem
4
ISAAC2016 8/7/16
RERC-AAC.ORG 2
Theproblem
• Morethan90%ofindividualswithCCNenteradulthoodwithoutfunctionalliteracyskills(Foley&Wolter,2010)
• Asaresult,theyareseverelyrestrictedintheirparticipationin– Education– Employment– Healthcare– Communityliving
5
Barrierstoliteracylearning
• LackofliteracycurriculaadaptedtomeettheneedsofindividualswithCCN– Existingliteracycurriculaassumespokenlanguagefoundation&requirespokenresponses
• LackofAACtechnologiesthatsupportthetransitionfromgraphicsymbolstoliteracy
6
Goalsofpresentation• Shareevidence-basedinstructiontoenhancetheliteracyskillsofindividualswhorequireAAC– Describeinstruction– Shareresearchresultswithcaseexamplestoillustrate
• Shareevidence-basedappsdesignedtosupportthetransitionfromgraphicsymbolstoliteracy– Describetheapps– Shareresearchresults&caseexamplestoillustrate
• FundedthroughtheRERConAAC– NIDILRRgrant#90RE5017– Authorshavenofinancialinterest
7
InstructiontobuildliteracyskillsofindividualswhorequireAAC
8
ISAAC2016 8/7/16
RERC-AAC.ORG 3
Componentsofeffectiveevidence-basedliteracyintervention
1. Sufficienttimeallocatedforinstruction2. Appropriateinstructionalcontent3. Appropriateinstructionalprocedures4. Adaptationstoallowactiveparticipationof
individualswithCCN5. Positiverapport&motivatinginstruction6. AACtechnologiesthatsupportthetransition
fromgraphicsymbolstoliteracy
9
Skillstargetedinintervention– Readingtostudent&talkingabouttexts– Phonologicalawarenessskills– Letter-soundcorrespondences–Decodingskills– Sharedreading– Sightwordrecognitionskills– Readingandunderstandingbooks/othertexts– Earlywritingskills
10
Directinstructioninbasicskills
• Model– Instructordemonstratestheskillforthestudent
• Guidedpractice– Instructorprovidesscaffoldingsupport/promptstohelpthestudentperformtheskillsuccessfully
– Instructorgraduallyfadesthescaffoldingsupport
• Independentpractice– Studentperformstheskillindependently– Instructorprovidesfeedback
11
Applyingskillsinmeaningfulliteracyactivities
• Providefrequentopportunitiestoapplyskillsinmeaningfulliteracyactivities– Demonstratepurposeofinstruction
• Increasemotivationforlearningtoread&write– Enhancegeneralizationofskills
• Encouragegeneralizationtonewmaterials/contexts– Provideadditionalopportunitiestopracticeskills
• Buildfluencyinbasicskills• Practiceintegrationofskillsrequiredtoreadandwrite
12
ISAAC2016 8/7/16
RERC-AAC.ORG 4
Checklistforeffectiveliteracyinstructionq Makeinstruction
meaningful§ Target importantliteracyskills§ Includemotivatingwords&topics§ Makeconnectionstopersonalexperiences
13
Checklistforeffectiveliteracyinstructionq Makeinstruction
meaningful§ Target importantliteracyskills§ Includemotivatingwords&topics§ Makeconnectionstopersonalexperiences
q Modifytheactivitytosupportparticipation
§ Utilizefamiliarcontent /taskformats§ Providepictures orsignsasresponseoptions§ Selectfoilscarefully§ Provideoralscaffoldingsupportasrequired
14
Checklistforeffectiveliteracyinstructionq Makeinstruction
meaningful§ Target importantliteracyskills§ Includemotivatingwords&topics§ Makeconnectionstopersonalexperiences
q Modifytheactivitytosupportparticipation
§ Utilizefamiliarcontent /taskformats§ Providepictures orsignsasresponseoptions§ Selectfoilscarefully§ Provideoralscaffoldingsupportasrequired
q Provideeffectiveinstruction
§ Modeltask§ Provideguided practicetopromotesuccess/minimize
error§ Providefeedbackonresponses§ Promoteindependencebyfadingsupport
15
Checklistforeffectiveliteracyinstructionq Makeinstruction
meaningful§ Target importantliteracyskills§ Includemotivatingwords&topics§ Makeconnectionstopersonalexperiences
q Modifytheactivitytosupportparticipation
§ Utilizefamiliarcontent /taskformats§ Providepictures orsignsasresponseoptions§ Selectfoilscarefully§ Provideoralscaffoldingsupportasrequired
q Provideeffectiveinstruction
§ Modeltask§ Provideguided practicetopromotesuccess/minimize
error§ Providefeedbackonresponses§ Promoteindependencebyfadingsupport
q Ensuremultipleopportunities topracticeskills
§ Providefocused instructionatleast3-5timesperweek§ Practicenewskillsandreviewpreviouslylearnedskillsin
meaningfulactivities§ Provide10ormoreopportunitiestopracticeeachskill
16
ISAAC2016 8/7/16
RERC-AAC.ORG 5
CaseExample:MF• MFstartedinterventionat3;2• DiagnosisofASD• Delayedexpressive,receptive,
andsocialdevelopment• Atstartofstudy,verylimited
speech– yetspeechprogressedthroughoutliteracyintervention
• Vision,hearing,andmobilityallwithinfunctionallimits
• ReceivingspeechtherapyandABAservicesthroughPre-K
17
Skill Instruct Mastered
SoundBlending
InitialPhonemeSegmentation
LetterSoundCorrespondences
Decoding
SightWords
Sharedreading
ReadingComprehension
Writing
SkillsTargetedatFirstStageofLiteracyInstruction
18
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
20
ISAAC2016 8/7/16
RERC-AAC.ORG 6
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
21
Skill Instruct Mastered
SoundBlending
InitialPhonemeSegmentation
LetterSoundCorrespondences
Decoding
SightWords
Sharedreading
ReadingComprehension
Writing
Nextsteps:Introducingbasicskills
22
Decoding
• Goal– Thestudentwilldecodeawrittenword&matchittothecorrectAACsymbol/pictureorsay/signtheword
• Task– Present4ormoreAACsymbols/pictures;review
– Presentthetargetwrittenword– Studentmustreadthewordand
• pointto/selecttheAACsymbol/pictureofthetargetwordor
• matchthewordcardtothesymbol/pictureor
• say/signtheword
23
SightWords
• Teachsightwordrecognition– Highlymotivatingwordsthataretoocomplextodecode
– Irregularwordsthatarefrequentlyoccurring
• Goal/task– Present4ormorewrittenwords
– Saythetargetsightword– Studentmustselectthecorrectwrittenword
– Usethistaskifsightwordsarenoteasilyimaged
swim eat
horse school
24
ISAAC2016 8/7/16
RERC-AAC.ORG 7
SharedReading
• Goal:Thestudentwillreadsightwordsand/ordecodetargetwrittenwordsduringsharedreadingactivity
• Task:– Presenta5-10-pagebook– Presentthesimplewrittensentencewiththetargetwordhighlighted
– Readthesentenceoutloudandpauseatthetargetword• Studentshouldreadthetargetwordandsign/say/pointtopicturesfromanarray 25
SharedReadingBookExamples:
BookExample1.
BookExample2.
BookExample3.
26
Checklistforeffectiveliteracyinstructionq Makeinstruction
meaningful§ Includemotivatingwords&topics
§ AlvinandtheChipmunks
q Modifytheactivitytosupportparticipation
§ Providepicture optionsinearliersessions,thenfaded§ E.g.,Fieldof4picturesindecoding
q Provideeffectiveinstruction
§ Provideguided practicetopromotesuccess/minimizeerror§ E.g.,sayingeachsoundandhelpingtodecodewhen
needed,alsoreadingwordsthathadn’tbeenintroducedtohimyet
q Ensuremultipleopportunities topracticeskills
§ Booksfromdecodingwereincludedintosharedreading§ Bookswere10pagesinlength
CaseExample:MF
27
Nextsteps:PuttingitalltogetherSkill Instruct Mastered
SoundBlending
InitialPhonemeSegmentation
LetterSoundCorrespondences
Decoding
SightWords
Sharedreading
ReadingComprehension
Writing(Encoding)28
ISAAC2016 8/7/16
RERC-AAC.ORG 8
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)
29
ReadingWithComprehension
• Goal:Thestudentwilldecodeorrecognizebysighteachwordinasentenceandprocessthewordstoderivethemeaningofthefulltext
• Task:– Studentreadsthetext(illustrationsarecovered)
– Studentselectsthepicturethatrepresentsthemeaningfromthegroup
30
MF– ExampleofSummaryofSessions
Sessions(February-June)
Sessions(August-September)
• Soundblending• Lettersounds• Decoding• Sharedreading
• Lettersounds• Decoding• Sightwords• Sharedreading
Sessions(September-December)� Decoding� Sightwords� Comprehension� Encoding� Sharedreading
31
Checklistforeffectiveliteracyinstructionq Makeinstruction
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
q Ensuremultipleopportunities topracticeskills
§ Practicenewskillsandreviewpreviouslylearnedskillsinmeaningfulactivities
§ Provide10ormoreopportunitiestopracticeeachskill§ E.g.,decodingtrialswereoutof10,sharedreading
bookswere10pageslong
CaseExample:MF
32
ISAAC2016 8/7/16
RERC-AAC.ORG 9
MF– Summary• MFmadesignificantgains
inliteracyin1year– Participatingin~20hoursofinstruction
– Noliteracyinstructionbyfamily(otherthansharedreading)andlimitedliteracyinstructionbyPre-K(letternamesandsounds)
• MFwillbeenteringKindergartenfullyincluded– Ashismomadds– withbetterliteracyskillsthanhistwinsister!
33
Krista• 8yearsold• Weissenbacher-Zweymuller
Syndrome• Tracheotomy• Visualimpairment• Bilateralsensorineural
hearingloss• Usesapowerwheelchair• Limitedfinemotorskills• Attendslifeskillsclass• Communicates
telegraphicallyusing– Signapproximations&gestures– Facialexpressions– SpeechGeneratingDevice
(SGD)withlimitedvocab• Nonliterate
– Historyoffailure&lowexpectations
34
Adaptinstructiontomeetcomplexneeds
• Accommodatevisualimpairment– Ensureappropriatecorrection/glasses
– Providelargeprint– 80pointfont
– Providecolorcontrast• blacktextonyellowbackground
• Accommodatehearingimpairment– UtilizeFMsystem/bilateralhearingaids
– Provideaugmentedinput• speech+signorwriting
– Usevisualcues
a m p t
35
Adaptinginstructiontomeetcomplexneeds
• Supportcomprehension&languageskills– Usewrittenwords,pictures,&signtoaugmentinput
– Startwithfamiliar,highinterestconcepts
– Teachnewlanguageconceptsincontextasrequired
• Adaptinstructionalsequencetomeetneedsandskills
36
ISAAC2016 8/7/16
RERC-AAC.ORG 10
InitialinstructionSkill Instruct Mastered
SoundBlending
InitialPhonemeSegmentation
LetterSoundCorrespondences
Decoding
SightWords– highinterest
Sharedreading– favoritetopics
ReadingComprehension
Writing37
Adaptinginstructiontomeetcomplexneeds
• Incorporateinstructioninsightwordsearly– Provideaccesstosharedreadingassoonaspossible– Increasemotivation
• Applyskillsinthecontextofmeaningfulreadingactivitiesfromthebeginning– Utilizehighlymotivatingreadingmaterials– Focusonpersonalexperiences
• Enhancemotivation• Providecontexttosupportunderstanding
38
InitialinstructionSkill Instruct Mastered
SoundBlending
InitialPhonemeSegmentation
LetterSoundCorrespondences• Introduce incrementallyDecoding
SightWords
Sharedreading
ReadingComprehension
Writing39
Adaptinginstructiontomeetcomplexneeds
• Adaptinstructioninletter-soundcorrespondences– Modifysequenceofletter-soundstoaccommodatehearingloss
– Providevisualcues• Providevisualsupportswhenteachingphonologicalawarenessskills– Reducedemandsonauditoryprocessing– Introducesoundblendingwithwrittenwords(visualcuesofletters)
40
ISAAC2016 8/7/16
RERC-AAC.ORG 11
InitialinstructionSkill Instruct Mastered
SoundBlending
InitialPhonemeSegmentation
LetterSoundCorrespondences• Introduce incrementallyDecodingwithknownletters
SightWords
Sharedreading
ReadingComprehension
Writing41 42
Iwentonaboatwithdad.
43
Ihittheballwithmom.
44
ISAAC2016 8/7/16
RERC-AAC.ORG 12
Mom,dad,andIwentonatrain.
45
Nextsteps:ExpandingbasicskillsSkill Instruct Mastered
SoundBlending
InitialPhonemeSegmentation
LetterSoundCorrespondences 10 lettersounds
Decoding cvc wordswithknown letters
SightWords 30+sightwords
Sharedreading withknownwords
ReadingComprehension
Sharedwriting/encoding46
NextstepsinliteracyinstructionExpandingbasicskills
• Continuedinstructionin– sightwordrecognition– decodingskills– lettersoundcorrespondences• Introducekeyboardassoonasacquires6-7letter-sounds
• Highlightlettersasacquired
• Introducephonemesegmentationtosupportwriting
47
Earlywritinginstruction• Offerchoicesoffamiliarandmotivatingtopics• Providevisualsupports
– Photosorimagesofinterest• Generatetext
– Startwithveryshortstories– Graduallyincreaselength&complexity
• Completesharedwriting– Studentgeneratestextforknownwords;instructorhelpswithdifficultwords
– Chunktextforwritingtoreduceworkingmemorydemands• e.g.,subjectphrasefirst,thenverbphrase,etc
• Provideguidedpracticetosupportphonemesegmentationandencodingasrequired– Fadepromptstosupportindependence
• Publishbooksandusethemforsharedreading48
ISAAC2016 8/7/16
RERC-AAC.ORG 13
Nextstepsinliteracyinstruction:Expandingbasicskills
• Applicationofsightword&decodingskillsincontextofsharedreading– Introducewiderangeofreadingmaterials
• Personalbooks• Curriculum-relatedmaterials
– Introducereadingbuddyprogram– Targetmorewordspersentence
• Transitiontoreadingsentences&simplestories• Introducebasiccomprehensionactivities
49
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
50
ResultsforKrista• Singlewordreading/decoding
– Reads60+words>90%accuracy
• Readswiderangeofbooks– Readsshortsentences/simplestoriesindependently
>90%accuracy– Readssuccessfullywithadultsandpeers
• Earlywriting– Locateslettersonkeyboard– Typesknowncvcwordsaccurately– Learningtotypesimplesentences
• Continuedincreasesinlanguageskills– Useofwrittenlanguagetobuildlanguageskills
• Expandingvocabulary• Buildingsyntax
51
Nextsteps:PuttingitalltogetherSkill Instruct Mastered
SoundBlending
InitialPhonemeSegmentation
LetterSoundCorrespondences 19lettersounds>90%accuracy
Decoding cvc wordswithknownletters
SightWords >60words>90%accuracy
Sharedreading Shortsentences/simplestories
ReadingComprehension Simplefactualquestions
Sharedwriting/encoding Knowncvcwords 52
ISAAC2016 8/7/16
RERC-AAC.ORG 14
Checklistforeffectiveliteracyinstructionq Makeinstruction
meaningful§ Startedwithsightword/sharedreadingtobuild
motivation§ Thentaught basicskills;alwaysprovidedopportunitiesto
applyskillsinmeaningfulactivities§ Includedmotivatingfamiliartopics– family,ZacEfron
q Modifytheactivitytosupportparticipation
§ Utilizedfamiliarcontent /taskformats§ Providedpictures&signsasresponseoptions§ Providedvisualsupports§ Modifiedsequenceoflettersoundstoaccommodate
hearing§ Usedlargefont;contrastingcolor(blackonyellow)
q Provideeffectiveinstruction
§ Providedmodel,guided practice,independentpractice§ Promotedindependencebyfadingsupport§ Providedfeedbackonresponses
q Ensuremultipleopportunities topracticeskills
§ Providedinstruction1-2timesperweek§ Ideallymoreintensiveinstruction
§ Practicednewskills&reviewedoldskills§ Providedatleast10opportunitiestopracticeeachskill
CaseExample:Krista
53
Outcomesofliteracyintervention
• 15participantsinlargerliteracystudy– 3yearsoldtoadolescents– Widerangeofspecialneeds
• autism,cerebralpalsy,developmentalapraxia,Downsyndrome,multipledisabilities
– Usingvariousmeansofcommunication• speechapproximations,signs,PECSorotherlowtechsystems,speechgeneratingdevices(SGDs),mobiletechnologyandAACapps
• 100%ofparticipantslearnedtoread– Timetoacquisitionvariedacrossparticipants– Schools&familiesreportedhighlevelsofsatisfactionwithinstruction&outcomes
54
Checklistforeffectiveliteracyinstructionq Makeinstruction
meaningful§ Target importantliteracyskills§ Includemotivatingwords&topics§ Makeconnectionstopersonalexperiences
q Modifytheactivitytosupportparticipation
§ Utilizefamiliarcontent /taskformats§ Providepictures orsignsasresponseoptions§ Selectfoilscarefully§ Provideoralscaffoldingsupportasrequired
q Provideeffectiveinstruction
§ Modeltask§ Provideguided practicetopromotesuccess/minimize
error§ Providefeedbackonresponses§ Promoteindependencebyfadingsupport
q Ensuremultipleopportunities topracticeskills
§ Providefocused instructionatleast3-5timesperweek§ Practicenewskillsandreviewpreviouslylearnedskillsin
meaningfulactivities§ Provide10ormoreopportunitiestopracticeeachskill
55
Barrierstoliteracylearning
• LackofliteracycurriculaadaptedtomeettheneedsofindividualswithCCN– Existingliteracycurricularequirespokenresponses
• LackofAACtechnologiesthatsupportthetransitionfromgraphicsymbolstoliteracy
56
ISAAC2016 8/7/16
RERC-AAC.ORG 15
CurrentAACtechnologies/apps• IndividualswhorequireAAC
whoarenonliterate useAACsystems/appswithgraphicsymbols– E.g.,GriddisplayswithPCS,
Symbolstix,etc.– Minspeak icons– Visualscenedisplays,etc
• Thesesystems/appsdonotsupportthetransitionfromgraphicsymbolstoliteracy– Staticpresentationoftext– Displacedpresentationoftext
inmessagebar
57
AACappstosupportthetransitionfromgraphicsymbols
toliteracy
Theseappsareintendedtocomplement,notreplace,literacy
instruction
58
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
60
ISAAC2016 8/7/16
RERC-AAC.ORG 16
InvestigatingtheeffectsofT2Lappsonliteracylearning
• Seriesofsinglesubjectexperimentaldesigns– ChildrenandadultswithASD,CP,&IDD
• Researchhypothesis– IndividualswithCCNwillincreaseliteracyskillsasaresultofT2Lapp
• Design– IV=T2Lapp(VSDorgrid)
– DV=Accuracyreadingsinglewords
61
Evaluatingthegrid-basedT2Lapp• 2studiestoevaluateeffects
ofgrid-basedT2Lapp– School-agednonliteratechildrenwithASD(JessicaCaron&ClarkKnudtson)
– School-agedchildrenwithASDwithlimitedliteracyskills(JessicaCaron,ChristineHolyfield&ClarkKnudtson)
62
STUDY1:TRANSITIONTOLITERACY– GRIDDISPLAYINDIVIDUALSWITHASD,CCN,ANDSOMEBASICLITERACYSKILLS
63
ResearchQuestion:• WhatistheeffectoftheT2Lappontheacquisition,maintenance,andgeneralizationofsinglewordreadingbychildrenwithASD,CCN,andsomebasicliteracyskills?
64
ISAAC2016 8/7/16
RERC-AAC.ORG 17
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)
65
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
66
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
67
J– Results:
Baseline:•NoAAC-mediatedexposuretodynamictext
Intervention:• Metcriterionafterfoursessions,fora
totalof16exposurestoeachword• 48secondsperword
• Participatedatotalofeightsessions,foratotalof32exposurestoeachword• 96secondsperword
68
ISAAC2016 8/7/16
RERC-AAC.ORG 18
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
69
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
70
WJ– Results:
Baseline:•NoAAC-mediatedexposuretodynamictext
Intervention:• Metcriterionafterthreesessions,for
atotalof12exposurestoeachword• 36secondsperword
• Participatedatotalofsixsessions,foratotalof24exposurestoeachword• 72secondsperword
71
Summary• Mosterrorswithwordsthataremoreabstract– Lower(W)– Higher(J)
• Leasterrorswithcharacters– Bubbles(W)– Bubbles(J)
• JandWprovideevidencethataredesigninAACapps,includingtheprovisionofdynamictextfeaturesandspeechoutput,positivelyimpactsthesingle-wordreadingofindividualswithASD,CCN,andsomeliteracyskills.
72
ISAAC2016 8/7/16
RERC-AAC.ORG 19
InvestigatingtheeffectsoftheVSDT2Lapp
• 4studiestoevaluateeffectsofVSDT2Lappinprogress
• YoungpreliteratechildrenwithASD(KelseyMandak &MaggieLamb)
• YoungpreliteratechildrenwithIDD(ShelleyChapin&EthenRichtsmeier)
• Youngpreliteratechildrenatriskandtheirpeersinsmallgroups(Suz Boyle&AshleyMcCoy)
• AdultswithIDD(ChristineHolyfield&Lauramarie Pope)
73
STUDY2:TRANSITIONTOLITERACYEFFECTOFVSDAPPONADULTSWITHIDD
74
CaseStudy:Tiffany• 22yearsold• Liveswithparents• Attendsapost-highschool
educationalprogramforadultswithintellectualanddevelopmentaldisabilities
• HasDownsyndromeandahistoryofseizures
• Communicatesprimarilythroughspeech,butishighlyunintelligibletounfamiliarcommunicationpartners
• Recognizeslessthan10sightwordsanddemonstratesknowledgeoflessthan5letter-soundcorrespondences(bothestimatedfromperformanceoninformalliteracytasksandguardianreport)
75
Intervention• Topromotesingle-wordreading
skills,Tiffanyparticipatedinstructured,10mininteractionswiththeinterventionistduringwhichsheusedtheapptoinitiateconversation,andtheresearcherexpandedonheractivations
• Twowordswereintroducedonthetabletatatimebasedonherperformanceintheprobesidentifyingthewordsoutofafieldoffour
• WordswerechosenbasedontheirmeaningfulnesstoTiffany,andthelikelihoodshewouldencounterthewordsonYouTubeorFacebook(twoofherfavoritepastimes) 76
ISAAC2016 8/7/16
RERC-AAC.ORG 20
Results• Tiffanyparticipatedinatotalof8interventionsessions• Sheaccuratelyidentified8ofthewordsintroduced(fourpairs)afteronlyonesession;theothertwowords(onepair)sheaccuratelyintroducedaftertwosessions
• Sheaccuratelyidentified9ofthe10targetwordsafteronly6interventionsessions;thistranslatestoabout1hr ofinterventionandabout10minofexposuretotargetwordspairedwiththeirauditoryrepresentations(i.e.,voiceoutput)
• Thatistosay,Tiffanymayhavedoubledhersightwordinventorywithlessthananhourstimeusingtheappwithadynamictextfeature
77
Results
Tiffanyincreasedheridentificationofwordsasaresultoftheinterventionutilizingtheappwithdynamic-textfeatures.Hersuccessreadingsinglewordsalsogeneralizedwhenpresentedwithphotostimulithatwerenotusedduringintervention,suggestingtheliteracyknowledgeshedevelopedintheinterventionmightbeaccessibleforhertouseindailylife,ratherthanjusttiedtotheparticularvisualscenedisplayswithwhichwordsappearedinintervention.
78
SummaryofpreliminaryresultsImpactofAACT2Lappsonliteracylearning• IntroductionoftheT2Lappsresultedin successful
acquisitionofwrittenwordsbychildren&adultswithrangeofdisabilities
• VSDT2Lapp• Grid-basedT2Lapp
• Mostindividualsacquiredthewrittenwordssuccessfullywithonlyminimalexposuretothewordsviatheapp
• Individualswhohadsomebeginningliteracyskillslearned fasterthanthosewhowerenonliterate atthestart– IdeallyindividualswithCCNwouldusetheT2LAACappasanextensiontoeffectiveliteracyinstruction
• Rememberthatthesearepreliminaryresultsandshouldbeinterpretedwithcaution
79
Theartandscienceofliteracyintervention
• Thescienceofliteracyintervention– Implementeffectiveevidence-basedinstruction
1. Allocatesufficienttimeforinstruction2. Targetappropriateinstructionalcontent/skills3. Implementeffectiveinstructionalprocedures4. Provideadaptationstoallowactiveparticipationof
individualswithCCN5. ProvideaccesstoAACsystemsthatsupportthe
transitiontoliteracy6. Buildpositiverapportandensuremotivating
instruction
80
ISAAC2016 8/7/16
RERC-AAC.ORG 21
Checklistforeffectiveliteracyinstructionq Makeinstruction
meaningful§ Target importantliteracyskills§ Includemotivatingwords&topics§ Makeconnectionstopersonalexperiences
q Modifytheactivitytosupportparticipation
§ Utilizefamiliarcontent /taskformats§ Providepictures orsignsasresponseoptions§ Selectfoilscarefully§ Provideoralscaffoldingsupportasrequired
q Provideeffectiveinstruction
§ Modeltask§ Provideguided practicetopromotesuccess/minimize
error§ Providefeedbackonresponses§ Promoteindependencebyfadingsupport
q Ensuremultipleopportunities topracticeskills
§ Providefocused instructionatleast3-5timesperweek§ Practicenewskillsandreviewpreviouslylearnedskillsin
meaningfulactivities§ Provide10ormoreopportunitiestopracticeeachskill§ IntroduceT2Lappstosupportliteracylearning 81
Theartandscienceofliteracyintervention
• Thesciencealoneisnotenough
• The“art”ofliteracyinterventionisalsocritical– thebeliefandthecommitmenttotherightofallindividualstohavetheopportunitytolearn&seektheirfullpotential
82
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
83
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.
84
ISAAC2016 8/7/16
RERC-AAC.ORG 22
Forfurtherinformationonliteracyintervention&apps,visit
http://aacliteracy.psu.edu http://rerc-aac.org
85
Forhandouts,visithttp://aac.psu.edu
86
Acknowledgements• Weareespeciallygratefultotheindividualswhoparticipated
inthisproject.Thankyouforallowingustobeapartofyourlives.
• ThecontentsofthispresentationweredevelopedunderagrantfromtheNationalInstituteonDisability,IndependentLiving,andRehabilitationResearch(NIDILRRgrantnumber#90RE5017)totheRehabilitationEngineeringResearchCenteronAugmentativeandAlternativeCommunication(RERConAAC).http://rerc-aac.org
• NIDILRRisaCenterwithintheAdministrationforCommunityLiving(ACL),DepartmentofHealthandHumanServices(HHS).ThecontentsofthispresentationdonotnecessarilyrepresentthepolicyofNIDILRR,ACL,HHS,andyoushouldnotassumeendorsementbytheFederalGovernment.
87