Improving Literacy Outcomes in Children who use AAC

项目摘要 无法使用语言进行交流并使用辅助语言和替代语言的严重残疾人士 交流（AAC;指向图片，使用语音生成设备）对终身健康具有高风险 文盲和有限的沟通技能加剧了这些问题。超过90%的人离开了 高中文盲，导致沟通技能下降，终身健康问题的可能性更高。 我们的长期目标是提高使用AAC的个人的识字率，并在此过程中改善健康状况。 和幸福的结果。以证据为基础的日常扫盲教学有可能 改变目前的不良结果，但与扫盲干预措施有关的有效性研究有限， 包括专门针对使用AAC的个人而调整的基于语音的任务。提高阅读能力 结果，必须明确地教授单词中的声音是如何工作的（音素意识），以及这些声音是如何工作的。 声音与他们在印刷品中看到的字母相联系（自然发音法）。然而，大多数使用AAC的儿童都获得了识字能力， 使用记忆策略的视觉单词教学。所有（可扩展的识字学习） 技术有可能改善早期识字技能。这是一个循证识字课程， 包括专门针对使用AAC的个人的识字教学。使用组件的研究 所有的课程已经进行，但在我们的试点研究之前，没有进行研究， 所有的技术。迫切需要了解扫盲干预措施的有效性， 特别适合使用AAC的个人。本申请的目的是检查 通过这些目标来评估ALL技术在更大规模上的可行性：（1）评估ALL的有效性 为4-10岁有智力和发育障碍的儿童提供六种早期识字技能的技术 并使用AAC，（2）评估使用ALL的识字课程的可接受性，可行性和可采用性 技术，以评估有助于或阻碍采用ALL技术的组件。拟议 这项研究将在教使用AAC的儿童如何 学习阅读。该项目在三个方面具有创新性：（1）ALL技术提供音素和自然发音- 对那些由于无法学习而通常得不到这种教育的人进行扫盲教育， （2）干预措施针对多种识字技能，这可能有助于取得更好的识字成果。 在一节课中教授多种技能可能会提高识字技能的速度和数量 收购;以及，（3）ALL技术使用自动化数据驱动决策，并采用适合的材料 使用AAC的个人-解决服务提供商记录的许多实施挑战。的 该项目的预期成果包括ALL技术的有效性，以及六个早期阶段的充足数据。 扫盲技能领域;未来R 01的基础，以改善基于证据的扫盲的提供， 最大限度地提高使用AAC的儿童的识字率。

Project Summary Individuals with severe disabilities who cannot use speech to communicate and use augmentative and alternative communication (AAC; pointing to pictures, using a speech-generating device) are at high risk for life-long health issues that are exacerbated by illiteracy and limited communication skills. Over 90% of these individuals leave high school illiterate, resulting in reduced communication skills and a higher probability of life-long health issues. Our long-term goal is to improve literacy outcomes in individuals who use AAC, and in doing so, improve health and well-being outcomes. Daily instruction in literacy practices that are evidence-based have the potential to change the current poor outcomes, yet limited effectiveness research exists related to literacy interventions that include phonics-based tasks that are adapted specifically for individuals who use AAC. To improve reading outcomes, it is essential to explicitly teach how sounds in words work (phonemic awareness) and how those sounds connect to letters they see in print (phonics). Yet, the majority children who use AAC are provided literacy instruction solely in sight words using memorization strategies. The ALL (Accessible Literacy Learning) technology has the potential to improve early literacy skills. It is an evidence-informed literacy curriculum that includes literacy instruction specifically adapted for individuals who use AAC. Research using components of the ALL curriculum have been conducted, yet prior to our pilot studies, no research has been conducted with the ALL technology. There is a critical need to understand the effectiveness of literacy interventions that are specifically adapted for individuals who use AAC. The objective of this application is to examine the efficacy and feasibility of the ALL technology on a larger-scale through these aims: (1) Assess the effectiveness of the ALL technology on six early literacy skills for children ages 4-10 who have intellectual and developmental disabilities and use AAC, and, (2) Assess the acceptability, feasibility, and adoptability of literacy lessons using the ALL technology to evaluate components that are helpful or hindering to adoption of the ALL technology. The proposed research will make important advances in the science associated with teaching children who use AAC how to learn to read. This project is innovative in three ways: (1) the ALL technology provides phonemic and phonics- based literacy instruction to a population that does not typically receive this instruction due to their inability to speak; (2) the intervention targets multiple literacy skills, which may contribute to better literacy outcomes. Teaching multiple skills during a lesson could potentially improve both the rate and the amount of literacy skills acquired; and, (3) the ALL technology uses automated data-driven decision making with materials adapted for individuals who use AAC – addressing many implementation challenges documented by service providers. The expected outcomes of the project include efficacy of the ALL technology, as well as sufficient data in six early literacy skill areas; foundational for a future R01 that improves the provision of evidenced-based literacy and maximizes literacy outcomes for children who use AAC.