Foundational Reading Interventions Adapted for Individuals Who Require Augmentative and Alternative Communication (AAC):
- PDF / 801,084 Bytes
- 46 Pages / 439.37 x 666.142 pts Page_size
- 2 Downloads / 177 Views
Foundational Reading Interventions Adapted for Individuals Who Require Augmentative and Alternative Communication (AAC): a Systematic Review of the Research April M. Yorke 1 & Jessica Gosnell Caron 2 & Nina Pukys 1 & Emily Sternad 1 & Christina Grecol 1 & Carley Shermak 1 Accepted: 4 September 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The acquisition of reading skills is vital for all individuals given the ubiquitous influence of reading on academic outcomes and quality of life. Individuals with complex communication needs, requiring the supports of augmentative and alternative communication (AAC), are often excluded from learning phonological approaches to literacy. Most literacy approaches require verbal production of speech sounds—which is particularly difficult for individuals with complex communication needs. However, despite challenges with spoken production of sounds, research has reported positive outcomes in participation in phonological interventions when they are adapted to meet the needs of individuals who use AAC. The purpose of the current study was to conduct a systematic review to evaluate the effectiveness of foundational reading interventions (specifically phonological awareness skills, letter-sound correspondences, and decoding interventions) designed to meet the needs of individuals who use AAC. Results indicate that large and very large effects are observed with adapted phonological interventions for individuals who use AAC. These results are consistent across ages, diagnoses, most interventionists, and phonological skills (e.g., decoding, lettersounds, sound blending). Future research shifting away from very controlled settings with the researcher (to small and large group instruction, instruction by common service providers like teachers, or other types of instruction) may be particularly valuable to support access to, and implementation of, foundational reading interventions for individuals with complex communication needs who require AAC. Keywords Augmentative and alternative communication . Phonological awareness .
Decoding . Reading . Systematic review
* April M. Yorke [email protected] Extended author information available on the last page of the article
Journal of Developmental and Physical Disabilities
Individuals with cerebral palsy, down syndrome, autism spectrum disorder, and intellectual developmental disabilities, are a part of the approximately 97 million individuals worldwide that have complex communication needs manifesting in the lack of, or limited development of, functional speech (Light et al. 2019). Without access to functional speech, these individuals are at risk in all areas of development, with implications for limited outcomes in educational achievement, social participation, and employment opportunities (Light et al. 2019). Individuals with limited speech or lack of functional speech must be provided with a means to communicate and with effective interventions to support development of those skills. Augmentative and a
Data Loading...
