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forIndividualswhorequireAAC LiteracyskillsarecriIcallyimportant– AllowfullerparIcipaIonineducaIon– EnhanceemploymentopportuniIes– texIng,blogs,Facebook)– quireAAC ohavelimitedspeech&requireAAC Unfortunately,manyindividualswhorequireAAC– ExpandcommunicaIonopIonssignificantly– IncreasepercepIonsofcompetence– Increaseself- ‐esteem– DonotaWainbasicliteracyskillsand/or– Areunderachievinginliteracycomparedtotheirpeers Thesepooroutcomesresultfrom– LowexpectaIonsforthesestudents– Lackofappropriateevidence- lswhohavelimitedornospeechGoalsofpresentaIon Shareevidence- llsofindividualswhorequireAAC– DescribeintervenIon Targetskills,instrucIonalprocedures,materials– s Projectispartofalargefederally- ‐fundedresearchgrant– McNaughton,2013ComponentsofeffecIveevidence- IveparIcipaIonofindividualswithlimitedornospeech5. PosiIverapportandmoIvaInginstrucIon1
1.AllocatesufficientImeforliteracyinstrucIon AllocatesufficientImeforliteracyinstrucIon– StartliteracyinstrucIonatearlyage– ProvideinstrucIononadailybasis– eracygainscanbeachieved EveniftheamountofinstrucIonislessthanideal sicskills Model– Instructordemonstratestheskill GuidedpracIce– performskillsuccessfully– Graduallyfadesscaffoldingsupport IndependentpracIce– Studentperformsskillindependently– udentswhohavelimitedornospeech avelimitedornospeech– Eliminatetheneedforspokenresponses– CompensateforlackoforalproducIon/rehearsal ModeloralproducIon Encouragesubvocalrehearsal– appropriateskills– Readingtostudent&talkingabouttexts– Phonologicalawarenessskills– LeWer- ‐soundcorrespondences– Decodingskills– Sharedreading– SightwordrecogniIonskills– Readingandunderstandingbooks/othertexts– acIviIes ulliteracyacIviIes– IncreasemoIvaIonforlearningtoread&write– EnhancegeneralizaIontonewmaterials/contexts– ProvideaddiIonalopportuniIestopracIceskills Buildfluencyinbasicskills osiIverapport&moIvaInginstrucIon BuildintrinsicmoIvaIonforlearning EnsurerapportisposiIve&instrucIonismoIvaIng– Buildonstudentstrengths– Capitalizeonstudentinterests– DevelopposiIverelaIonship FocusoninstrucIon/Ignoreextraneousbehavior Celebratestudentsuccess2
Case#1 eschoolLovessportsCommunicatesthrough– VocalizaIons– LowtechcommunicaIonboards– WaiIngforfundingforaspeechgeneraIngdevice PreliterateInstrucIoninsoundblending ets3- ‐4skills sLe8er- ��–InstrucIoninphonemesegmentaIon Goal Goal Task Task– ce&determinethetargetword– theAACsymbolthatstartswiththephoneme– Present4ormoreAACsymbols&labelorally– Saythetargetwordorallywitheachphonemeextended1- ‐2seconds– ay/signtheword– Present4ormoreAACsymbols&labelorally– Saytargetphonemee.g.,/b/– ShowleWer(e.g.,b)atthesameIme– Wersoundcorrespondences Goal– thecorrectleWer Task– Present4ormoreleWers– Saythetargetphonemee.g.,/b/– oninleWer- ‐soundcorrespondences TeachleWersounds,notleWernames Teach1leWerataIme– qab Teach– LowercaseleWersfirst;laterteachuppercase– LeWersthatareusedmostfrequentlyfirst– LeWersthataredissimilarfirst3
TypicalearlyinstrucIonalsession20- ‐30minutes10minutesPhonologicalawarenessskills soundblending&phonemesegmentaIon5- ‐10minutesLeWersoundcorrespondences5- hebooksNextstepsinliteracyinstrucIon Oncestudent– Iscompetentwithsoundblendingand– Knowsapproximately6- ‐7leWer- ‐soundcorrespondences Teachsingleworddecoding TeachsightwordrecogniIonskills IntroducesharedreadingacIviIes– tsNextstepsinliteracyinstrucIon ConInueto– TeachnewleWersoundcorrespondences;reviewknownones ngwordsusingtheseleWersounds– � dreadingInstrucIoninsingleworddecoding Goal– tAACsymbolorsay/signtheword Task– Present4ormoreAACsymbols– PresentthetargetwriWenword– sharedreadingacIviIes Applydecodingskillsduringsharedreading– Highlighttargetwords– Readsentenceoutloudandtrackwordswithfinger– Pauseatthetargetword– Studentmustdecodeword D Sayorsigntheword sarereadingfullsentencesLight&McNaughton,20134
TypicalinstrucIonalsession30- ‐40minutesInstrucIoninsightwordrecogniIon TeachsightwordrecogniIon– HighlymoIvaIngwordsthataretoocomplextodecode– Irregularwordsthatarefrequentlyoccurring Goal/task– Present4ormorewriWenwords– Saythetargetsightword– StudentmustselectthecorrectwriWenword– ndences ing5- edreadingacIviIes ultsforCase#1 5yearsold;amerapprox40hoursofinstrucIon Demonstratesphonologicalawarenessskills ParIcipatesacIvelyinsharedreadingacIviIes– iniIalphonemesegmentaIon 90%accuracy– soundblending 90%accuracy– Decodescvc,vc,andcvwords– Recognizeshighinterestsightwords KnowsleWersoundcorrespondences– alloftheconsonants– alloftheshortvowels;learningthelongvowels Beginningtoreadsimplesentencesindependently EntersKindergartenasareader Readsseveralhundredregularwords– Regularconsonant- ‐vowel- ‐consonant(cvc),vc,cvwords– DecodesnovelcvcwordsusingknownleWers/sounds– IsfullyincludedinaregulareducaIonclassroom27Case#2 3years10monthsold AuIsm Preschool– Oneononeaide(TSS) LovesMickeyMouse,SesameStreet Communicatesvia– Afewsigns– PECS– VocalizaIons/speechapprox Frustrated– challengingbehaviors trucIon IniIallyfocusedonteaching– Phonologicalawarenessskills Soundblending PhonemesegmentaIon– LeWersoundcorrespondences Thenfocusedonteaching– Singleworddecoding– SightwordrecogniIonskills– ApplicaIonofskillsduringsharedreading5
Teachingsoundblendingwithvisualsupports PresentwriWenwordwithillustraIoncovered PointtoleWersinsequence– SayleWersoundsinsequencewitheachsoundextended1- ‐2seconds– IfstudentknowsleWersounds,he/shecansaythem Studentmustblendthesoundsand– selecttheAACsymbol/picturefromchoicesprovidedor– say/signthewordNextstepsinliteracyinstrucIon Expanddecodingskills– Introducelongerwords E.g.,cvcc&ccvcwords(e.g.,wind,stop,flag)– Introducesimpledecodingrules silente/longvowel ConInuetoexpandsightwordrecogniIonskills– Highinterestwords&irregularhighfrequencywords duringsharedreading– prehension – ndtext–––– Buildreadingcomprehension– Firstensurebasiccomprehension– ccomprehensionskills Goal– dstogethertoderivemeaningofsentence(orlongertext) Task– Present3ormorepictures/illustraIons– PresentthewriWentext– nsweringreadingcomprehensionquesIons Studentreadsthetext– IniIallystudentreadsonepage;answersquesIon Reduceworkingmemorydemands– Laterreadsseveralpages;thenanswersquesIons InstructorasksappropriatequesIons– StartwithsimplefactualquesIons– LaterintroducemorecomplexinferencequesIons Studentmayrespondvia echoicequesIonsTypinganswers/usingleWercards6
SkillstargetedinliteracyintervenIon enessskillsLeWer- oksEarlywri ngskillsSkilledwriIng SkilledwriIngrequiresintegraIonof– s– SemanIc,syntacIc,&morphologicalskills– PhonemesegmentaIon– LeWersoundcorrespondences– Sightwordskills/spellingofirregularwords– Keyboardknowledge(orhandwriIngskills)– KnowledgeofconvenIonsofwriIng ngwriIngskills WriIngskillsarecriIcalintoday’ssociety WriIngshouldbeakeypartofliteracyinstrucIon– TeachwriIngskillsinparalleltoreadingskills � WriIngimposesaddiIonalworkingmemorydemands ginstrucIon Teachbasicskills– PhonemesegmentaIonskills– LeWer- ‐soundcorrespondences– Keyboardknowledge– Encodingskills–singlewords Useadaptedkeyboard– 3- ‐4leWersounds– AdaptkeyboardwithlowercaseleWersWriInginstrucIon acIviIes– Tellingstories Usephotosorpicturesasvisualsupports StartwithfamiliarmoIvaIngexperiences– Publishingbooks UsethebooksforreadingacIviIes SharebookswithothersLight&McNaughton,20137
ResultsforCase#2ResultsforCase#2 Readssimplebooksindependently 5years2monthsold– Readsstorieswith30- ‐40words– Respondstofactualwh- ‐quesIonswith 80%accuracy– LearningtorespondtoinferencequesIons– eeks Masteredbasicliteracyskills WriIngskills– LeWersoundcorrespondences– Singleworddecoding/sightwordrecogniIonskills Readsmorethan170wordsindependently Decodesnovelregularwords ase#2 gedevelopment– UseofleWers/wriWenwordstosupportspeechproducIon Improvedintelligibility IncreasedlengthofuWerances– spellsmorethan50words AWemptsanywordwithsoundspelling– writessimplestories EntersKindergartenasareaderandwriter– peers– udentsandforstudentswithmulIpledisabiliIes strucIonwhenyoung– ItisnevertoolatetostartliteracyinstrucIon mulIpledisabiliIes– Limitedlanguageskills– Learnedpassivityorchallengingbehaviors– LowexpectaIons– ReducedopportuniIesforlearning– ment Increasedrangeofvocabulary sforolderstudentswithmulIpledisabiliIes 5. PosiIverapportandmoIvaInginstrucIon e#3 8yearsoldWeissenbacher- nicatestelegraphicallyusing– Fewadaptedsigns– SpeechgeneraIngdevice(SGD)8
AdapInginstrucIontomeetcomplexneeds Accommodatevisualimpairment– EnsureappropriatecorrecIon/glasses– Providelargeprint–80pointfont– Providecolorcontrast blacktextonyellowbackground Accommodatehearingimpairment– UIlizeFMsystem/bilateralhearingaids– Provideaugmentedinput speech signorwriIngAdapInginstrucIontomeetcomplexneeds AdaptinstrucIoninleWer- ‐soundcorrespondences– ModifysequenceofleWer- ‐soundstoaccommodatehearingloss– Startwithsoundsthatlookdifferent nessskills– Reducedemandsonauditoryprocessing– cIontomeetcomplexneeds rdsearlyon– Provideaccesstosharedreadingassoonaspossible– IncreasemoIvaIon IntroducesharedreadingacIviIesearly– UIlizehighlymoIvaIngpersonalizedbooks EnhancemoIvaIon sinliteracyinstrucIon &decodingskills � Introducewiderangeofreadingmaterials Curriculum- ‐relatedmaterials– Introducereadingbuddyprogram– rCase#3ResultsforCase#3 Amer55hoursofinstrucIon(16months)– 9yearsold LeWersoundcorrespondences– IncreasedrateofacquisiIonoverIme– Knows19leWer- ‐soundcorrespondences a,m,t,b,i,r,o,c,e,g,u,l,n,s,d,h,f,p,andj 90%accuracyfromkeyboardLight&McNaughton,2013 Reading– Reads60 wordswith 90%accuracy– Readsshortsentences/simplestoriesindependentlywith 90%accuracy– Readssuccessfullywithadultsandpeers EarlywriIng– LocatesleWersonkeyboard– Typesknowncvcwordsaccurately– Learningtotypesimplesentences Languageskills– UseofwriWenlanguagetobuildlanguageskills Increasesinvocabulary Buildingsyntax9
archresults ParIcipants– 3yearsoldtoadolescents– Widerangeofspecialneeds ome,mulIpledisabiliIes– UsingvariousmeansofcommunicaIon s,speechgeneraIngdevices(SGDs) 100%ofparIcipantslearnedtoread– TimetoacquisiIonvariedacrossparIcipants– venIon Thesciencealoneisnotenough The“art”ofliteracyintervenIoniscriIcal– AddiIonalresources PublicaIons– rning(ALL)Curriculum:Evidence- ,CA:Mayer- ‐Johnson– nneeds.BalImore,MD:BrookesPublishingCo.– ublishingCo.– dence- 29,120- ‐132.Light&McNaughton,2013 ThescienceofliteracyintervenIon– ImplementeffecIveevidence- ‐basedinstrucIon ortandmoIvaInginstrucIon– MonitoreffecIvenesswitheachstudent esources Websites/webcasts– ili-es.h8p://aacliteracy.psu.edu– c.psu.edu/?p 533– tedspeech.Webcastath8p://aac.psu.edu/?p 157– 8p://aac.psu.eduAcknowledgements apartofyourlives. Thisresearchissupportedby– hoftheU.S.DepartmentofEducaIonthroughtheAAC- �� veCompetence– �erenceinthelivesofindividualswhorequireAAC10
Light&&McNaughton,&2013& 4 Typical&early&instrucIonal&session& 20V30&minutes& 10&minutes& Phonological&awareness&skills&& &&sou
