Improving Literacy Outcomes in Children who use AAC

项目摘要 严重残障人士，不能使用言语交流和使用增强性和替代性语言 交流(AAC；指着图片，使用语音生成设备)对终身健康有很高的风险 由于文盲和沟通能力有限而加剧的问题。超过90%的人离开了 高中文盲，导致沟通能力下降，更有可能出现终身健康问题。 我们的长期目标是改善使用AAC的个人的识字结果，并通过这样做来改善健康 和幸福的结果。以循证为基础的识字实践的日常指导有可能 改变目前糟糕的结果，但与扫盲干预相关的有效性研究有限 包括专门为使用AAC的个人改编的基于语音的任务。提高阅读能力 结果，重要的是明确地教授单词中的声音是如何工作的(音素意识)，以及这些如何工作 声音连接到他们在印刷体中看到的字母(发音法)。然而，使用AAC的大多数儿童都有识字能力 只使用记忆策略进行视觉化单词教学。All(无障碍识字学习) 技术具有提高早期识字技能的潜力。这是一个循证识字课程， 包括专门为使用AAC的个人改编的识字指导。使用以下组件进行研究 所有课程都已进行，但在我们进行试验研究之前，并没有与 全是技术。迫切需要了解扫盲干预的有效性，这些干预措施是 专为使用AAC的个人而改编。这个应用程序的目的是检查疗效和 通过以下目标在更大范围内实现ALL技术的可行性：(1)评估ALL技术的有效性 为4-10岁智力和发育障碍儿童提供六项早期识字技能的技术 和使用AAC，以及，(2)使用ALL评估识字课的可接受性、可行性和可采纳性 评估有助于或阻碍采用所有技术的组件的技术。建议数 研究将在教授使用AAC的儿童如何使用AAC的相关科学方面取得重要进展 学会阅读。该项目在三个方面具有创新性：(1)All技术提供音素和语音- 以识字为基础的教育对象，通常不会接受这种教育，因为他们无法 (2)干预针对多种扫盲技能，这可能有助于更好的扫盲结果。 在一堂课中教授多种技能可能会潜在地提高识字技能的比率和数量 收购；以及，(3)All技术使用自动化的数据驱动的决策制定，材料适用于 使用AAC的个人-解决服务提供商记录的许多实施挑战。这个 该项目的预期成果包括所有技术的效果，以及在六个早期阶段获得足够的数据 识字技能领域；为未来的R01奠定基础，以改善基于证据的识字和 最大限度地提高使用AAC的儿童的识字效果。

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.