TY - JOUR
T1 - Effects of an Augmentative and Alternative Communication Technology Decoding Feature on Single-Word Reading by Individuals With Down Syndrome and Limited Functional Speech
AU - Holyfield, Christine
AU - Pope, Lauramarie
AU - Light, Janice
AU - Jakobs, Erik
AU - Laubscher, Emily
AU - McNaughton, David
AU - Pfaff, Olivia
N1 - Publisher Copyright:
© 2023 American Speech-Language-Hearing Association
PY - 2023/5
Y1 - 2023/5
N2 - Purpose: Literacy skills are foundational to participation in adolescent and adult life, and decoding skills (i.e., sounding out to read words) are critical to literacy learning. Literacy also increases communication options for individuals with developmental disabilities who use augmentative and alternative communication (AAC). Yet, current AAC technologies are limited in their support of literacy development (especially decoding skills) for the individuals with developmental disabilities who require them. The purpose of this study was to conduct a pre[1]liminary evaluation of a new AAC feature designed to support decoding skills. Method: Three individuals who had limited functional speech and limited liter[1]acy skills, specifically two adolescents and one young adult with Down syn[1]drome, participated in the study. The study used a single-subject, multiple[1]probe, across-participants design. Results: All three participants demonstrated increases in reading performance, including decoding of novel words. High variability in performance was observed, however, and no participant reached reading mastery. Still, analysis reveals that for all participants, interacting using the new app feature increased reading. Conclusions: These results offer preliminary evidence that an AAC technology feature that provides models of decoding (upon selection of AAC picture sym[1]bols) can support individuals with Down syndrome in building decoding skills. While not intended to replace instruction, this initial study offers initial evidence in its efficacy as a supplemental avenue for supporting literacy in individuals with developmental disabilities who use AAC.
AB - Purpose: Literacy skills are foundational to participation in adolescent and adult life, and decoding skills (i.e., sounding out to read words) are critical to literacy learning. Literacy also increases communication options for individuals with developmental disabilities who use augmentative and alternative communication (AAC). Yet, current AAC technologies are limited in their support of literacy development (especially decoding skills) for the individuals with developmental disabilities who require them. The purpose of this study was to conduct a pre[1]liminary evaluation of a new AAC feature designed to support decoding skills. Method: Three individuals who had limited functional speech and limited liter[1]acy skills, specifically two adolescents and one young adult with Down syn[1]drome, participated in the study. The study used a single-subject, multiple[1]probe, across-participants design. Results: All three participants demonstrated increases in reading performance, including decoding of novel words. High variability in performance was observed, however, and no participant reached reading mastery. Still, analysis reveals that for all participants, interacting using the new app feature increased reading. Conclusions: These results offer preliminary evidence that an AAC technology feature that provides models of decoding (upon selection of AAC picture sym[1]bols) can support individuals with Down syndrome in building decoding skills. While not intended to replace instruction, this initial study offers initial evidence in its efficacy as a supplemental avenue for supporting literacy in individuals with developmental disabilities who use AAC.
UR - http://www.scopus.com/inward/record.url?scp=85159552343&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85159552343&partnerID=8YFLogxK
U2 - 10.1044/2023_AJSLP-22-00255
DO - 10.1044/2023_AJSLP-22-00255
M3 - Article
C2 - 36940479
AN - SCOPUS:85159552343
SN - 1058-0360
VL - 32
SP - 1195
EP - 1211
JO - American journal of speech-language pathology
JF - American journal of speech-language pathology
IS - 3
ER -