Graphic-based AAC Apps to Support Transition to Literacy for Individuals with Autism
Open Access
- Author:
- Hines, Amy
- 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:
- AAC
ASD
Literacy - Abstract:
- Literacy is the foundation for participation in recreational, vocational, and academic activities. Learning literacy skills allows individuals to comprehend text and helps to match meaning to words. Literacy instruction provides individuals the access to communication, thus increasing participation in their community. For individuals with disabilities and complex communication needs, specifically autism, gaining access to literacy instruction has previously been viewed as unimportant; receiving little attention. Recent changes in federal policy, however, have promoted teaching literacy to all students, including those with disabilities. Students with complex communication needs (CCN) who use augmentative and alternative communication (AAC) may require adapted literacy instruction in order to successfully access the general curriculum. The purpose of the current study is to investigate the effects of an AAC system design change for content-specific literacy instruction. An AAC app with T2L features (i.e., dynamic text and speech output upon selection of a graphic symbol) was utilized to investigate the effects on sight word learning. This study was a single-subject multi-probe design across content-specific academic word sets. The results indicate improved sight word learning from baseline to intervention, and through maintenance. This study provides preliminary evidence that a simple design change to AAC systems can successfully support literacy learning and in turn, participation in the general curriculum.