Effects of grid-based AAC apps to support academic sight word learning in an individual with ASD

Open Access
- Author:
- Filipovits, Erica Kay
- Area of Honors:
- Communication Sciences and Disorders
- Degree:
- Bachelor of Science
- Document Type:
- Thesis
- Thesis Supervisors:
- Dr. Jessica Gosnell Caron, Thesis Supervisor
Dr. Carol Anne Miller, Thesis Honors Advisor - Keywords:
- sight word learning
autism spectrum disorder
complex communication needs
AAC
academics
literacy
access to curriculum
grid-based display - Abstract:
- Reading is a gateway to knowledge and opportunities. For individuals with complex communication needs (CCN), including individuals with autism, gaining access to literacy supports freedom of expression and full participation in critical education opportunities. Changes in federal policy have promoted a new emphasis on teaching academic content to all students, including those with disabilities. This includes individuals with CCN who require or benefit from augmentative and alternative communication (AAC). Grid-based AAC systems commonly use combinations (or paired) text and graphic symbols to represent concepts that individuals communicate with. Access to AAC has the potential to support communication, yet when re-designed, may have the potential to support literacy as well. A single subject across sight word sets pilot study has been conducted with one individual with ASD and CCN, to investigate the effect of a new software feature (i.e., the transition to literacy (T2L) software feature dynamically presents text, paired with speech output, upon selection of a specific graphic symbol in the AAC device). General curriculum academic content of landform vocabulary (e.g., volcano, marsh, pond) was taught using only the T2L software feature. The participant in this study demonstrated improved sight word learning from baseline, learning to read 15 new landform words. This study provides preliminary evidence that AAC system design changes have the potential to improve communication and sight word learning, as well as and provide a way to integrate general curriculum involvement and progress.