Improving Literacy Outcomes in Children who use AAC

提高使用 AAC 的儿童的读写能力

• 批准号: 10579606
• 负责人: Jessica G. Caron
• 金额: $ 20.13万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-16 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10579606
• 关键词: Address; Adopted; Adoption; Adult; Age; Area; Attitude; Augmentative and Alternative Communication; Awareness; Cerebral Palsy; Child; Communication; Control Groups; Data; Decision Making; Developmental Disabilities; Devices; Down Syndrome; Educational Curriculum; Educational process of instructing; Effectiveness; Employment Opportunities; Evidence based practice; Foundations; Future; Goals; Health; Health Care Costs; Individual; Instruction; Intellectual functioning disability; Intervention; Interview; Lead; Learning; Letters; Life; Link; Measures; Mediating; Methods; Outcome; Output; Participant; Perception; Personal Satisfaction; Pilot Projects; Population; Probability; Public Health; Questionnaires; Reading; Recommendation; Research; Safety; Science; Speech; Technology; Time; Training; Vision; Work; autism spectrum disorder; base; disability; effectiveness evaluation; effectiveness research; efficacy evaluation; evidence base; high risk; high school; illiteracy; illiterate; implementation barriers; implementation fidelity; improved; innovation; literacy; service providers; skills; social engagement; sound; tau Proteins; treatment group; uptake; virtual vocal tract

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.

项目摘要 患有严重疾病的人无法使用语音进行沟通和使用增强性和替代性 沟通（AAC；使用语音生成设备指向图片）有终身健康状况的高风险 文盲和有限的沟通技巧加剧的问题。这些人中有90％以上离开 高中文盲，导致沟通技巧降低和终身健康问题的可能性更高。 我们的长期目标是改善使用AAC的个体的识字结果，并在此过程中改善健康状况 和福祉结果。识字实践的日常说明是循证的，有可能 改变当前的不良结果，但有限的有效研究与识字干预有关 包括基于语音的任务，这些任务专门针对使用AAC的个人。改善阅读 结果，必须明确教授单词中的声音如何起作用（音素意识）以及它们如何 声音连接到他们在印刷中看到的字母（语音）。但是，使用AAC的大多数儿童提供了识字能力 仅使用内存策略在视觉词中进行指示。全部（可访问的扫盲学习） 技术有可能提高早期扫盲技能。这是一种有证据的扫盲课程 包括专门针对使用AAC的个人的扫盲说明。使用组件的研究 所有课程已经进行，但是在我们的试点研究之前，没有对 所有技术。迫切需要了解扫盲干预的有效性 专门适用于使用AAC的个人。本应用的目的是检查有效性和 通过这些目的，所有技术在更大范围内的可行性：（1）评估所有人的有效性 针对患有智力和发育障碍的4-10岁儿童的六个早期识字技能的技术 并使用AAC，以及（2）使用所有内容评估扫盲课的可接受性，可行性和适应性 评估有用或阻碍采用所有技术的组件的技术。提议 研究将在与使用AAC的孩子有关的科学方面取得重要的进步 识字。该项目以三种方式具有创新性：（1）所有技术提供了音素和语音 - 基于基于通常不会收到此指令的人群的识字指令，因为他们无法 说话; （2）干预措施针对多种扫盲技能，这可能有助于更好的识字结果。 在课程中教授多种技能可能会提高扫盲技能的速度和数量 获得； （3）所有技术都使用自动数据驱动的决策制定，并适用于 使用AAC的个人 - 解决服务提供商记录的许多实施挑战。这 该项目的预期结果包括所有技术的效率，以及六点的足够数据 扫盲技能领域；未来R01的基础，改善了基于证据的识字和 最大化使用AAC的儿童的识字结果。