systematic review poster
TRANSCRIPT
RESEARCH POSTER PRESENTATION DESIGN © 2012
www.PosterPresentations.com
KelseyMandak,MA,CCC-SLP,DoctoralCandidate,PennStateUniversityJaniceLight,Ph.D.,PennStateUniversity,DavidMcNaughton,Ph.D.,PennStateUniversity
TheEffectsofLiteracyInterventionsonSingle-WordReadingforIndividualswhouseAidedAAC:ASystematicReview
Discussion &Implications
Conclusion
Introduction• Intoday’sworld,theacquisitionofliteracyskillsisnecessarytoparticipate
successfullyineducation,employmentsettings,andsociety.• Theacquisitionofliteracyskillsisespeciallyimportantforindividualswith
complexcommunicationneeds(CCN)whouseaugmentativeandalternativecommunication(AAC)(Foley&Wolter,2010;Light&McNaughton,2013).
• Upto90%ofindividualswithCCNenteradulthoodwithoutfunctionalliteracy(Foley&Wolter,2010).
• Withouttheacquisitionofliteracy,individualswhouseAACareboundtoberestrictedintheirparticipationin:
• Education• Employment• Relationships• Society
• Thus,thereisurgentneedtofindeffectivewaystopromoteliteracyamongindividualswhouseAACandpreventsuchnegativeoutcomes.
Results
Methods
Thesystematicsearchidentified24individualsacross9single-caseexperimentaldesignstudies.Acrossparticipant,intervention,andoutcomecharacteristics,theseindividualswereabletoacquiresingle-wordreadingskills.
• Acrossparticipant,intervention,andoutcomecharacteristics,individualswhousedaidedAACsuccessfullyacquiredsingle-wordreadingskillswithappropriateinstruction.
• ItisessentialthatprofessionalsprovideopportunitiesforindividualswhorelyonAACtodevelopfoundationalliteracyskillsinordertoincreasetheirlikelihoodofbecomingsuccessfulreadersandparticipatingfullyinlife.
AcknowledgementsThisresearchwassupportedinpartbyTheHintzFamilyEndowedChairinChildren’sCommunicativeCompetenceintheDepartmentofCommunicationSciencesandDisordersatPennStateUniversityGrant#H325D110008(ThePennStateAACLeadershipProject)fromtheU.S.DepartmentofEducation.Ihavenorelevantfinancialornonfinancialrelationship(s)withintheproductsorservicesdescribed,reviewed,evaluatedorcomparedinthispresentation.
Severalskillsplayaroleinliteracydevelopment(e.g.,phonologicalawarenessskills,letter-sound
correspondences,decoding,etc.).Ultimately,individualsneedto
integrate theseskillstoreadawiderangeoftextsfluentlywith
comprehension.
c a t
light
Singlewordreadingisvital,asonceanindividualwithCCNcandecodeorrecognizeafewwordsbysight,this
opensthedoortomeaningful,readingexperiences(Light,McNaughton,
Weyer,&Karg,2008)
Oranindividualmayfocusprimarilyontheorthographyofthewordandassociateitwithitsreferentbysight.
Ifdecoding,theindividuallooksattheletters,retrievesthesoundofeachletter,blendsthesounds,andthusdeterminestheword.
Onecriticalstepofliteracylearningisinstructioninreadingsinglewords.Whenapproachinga
writtenword,anindividualeither:
Decodestheword
Recognizesthewordbysight
InclusionCriteriaEachstudyhadto(a) haveatleastone
participantwhousedaidedAACoranentiretreatmentgroupthatusedaidedAAC
(b) beapeer-reviewedpublicationordissertation
(c) employanexperimentaldesign
(d) investigatetheeffectsofliteracyinstructionwithatleastonedependentvariablerelatedtosingle-wordreading
VeryLargeEffects
AcrossallagesElementary(60-144mo)Adolescent(12– 17years)Adult(≥18years)
AcrossallDiagnosesASD,DS,CP,IntellectualDisability,Other
• rangedfrom6to22yearsofage• 11(46%)werefemaleand13(54%)weremale• Autismspectrumdisorder(ASD)andcerebralpalsy(CP)werethemostprevalentdiagnoses(42%)
• TypeofaidedAAC– 16usedaspeech-generatingdevice(SGD),7usedlow-technologyAAC,1usedacombinationofthetwo
ParticipantCharacteristics
InterventionCharacteristics
• 4studiestookaphonologicalapproach,4studiestookasight-wordapproach,1studytookacombinationapproach
• Allinone-on-onesetting• Averaged12interventionsessionsperparticipant• Educatorsservedasinterventionistsin4studies,Researchersin5studies
• Variousinstructionalstrategieswereused
InterventionApproach VeryLargeEffectsacrossallinterventionapproaches,allinterventionists,andinterventions
usingvariousinstructionalstrategies.
BUT,thelargesteffectswerethosestudiesthat:
• UsedaPhonologicalapproachorCombinationapproach
• Includederrorcorrectionanderroranalysis• Hadinterventionimplementedbyeducators,ratherthanresearchers
• Included15ormoreinterventionsessions• Usedthefollowingmeasurementtasks
– Text-spokenChoices– Text-PictureChoices– SpokenWord-TextChoices
Whatwasbeingmeasured?
• Allstudieshadsamedependentvariable:Accuracyofreadingsinglewords
• Studiesvariedinmeasurementtaskused(seebelow)
Toinvestigatetheeffectsofliteracyinstructiononsingle-wordreadingofindividualswhouseaidedAAC.
(a)Whataretheeffectsofliteracyinterventionsonthesingle-wordreadingofindividualswhouseaidedAAC?
(b)Doeffectsdifferacrossparticipantandinterventioncharacteristics?
Purpose of Review
“Your choices are MOP, DOG, DOLL, FROG. Is
it MOP?” [waits for response], and so on.
Text-SpokenChoicesInstructorpresentswrittenword.
dog
Instructorpresentsfourspokenchoices.Learnerchoosesfromthespokenchoices.
Text-PictureChoicesInstructorpresentswrittenword.
dog
Learnerchoosesapicture.
“dog”Instructorsaysaword.
Learnerchoosesawrittenword.
SpokenWord-TextChoicesInstructorpresentsapicture.
Learnerchoosesawrittenword.
Picture-TextChoices
Effects?
Effects?
ElectronicDatabaseSearchERIC,PubMed,PsycInfo,andProquest
DissertationandTheses
Searchtermcategories(a) “intervention”or“instruction”,AND
(b) “AAC”or“augmentativecommunication”or“alternativecommunication”,AND
(c) “decoding”or“wordidentification”or“wordrecognition”or“wordreading”or“sightwords”.
AncestrySearchAuthorSearchReliabilityCheck
DataExtraction&
Coding
(a) studyidentification(b) participantcharacteristics(c) interventionandindependentvariables(d) dependentvariables(e) outcomemeasures(f) qualityofevidence
EffectSizes(a) GainScores(b) PND(c) Tau-U
ReliabilityCheck
Variousmeasurementtasks
ParticipantsItisnotwellunderstoodwhichparticipantsbenefitmostfromwhichinterventions.
• Moreresearchisnecessaryforspecificagegroupsanddiagnoses,withincreasedspecificitywhendescribingparticipants.
Mostparticipantswereelementaryschool-agedchildrenoradolescentswithASD.
• HighlightstheneedforresearchwithyoungchildrenandadultswhouseAAC.
Intervention
Educatorsmustnotallowindividuals’ages,priorliteracyexperiences,andcurrentlanguageskillstoimpacttheirexpectationsforfutureskillacquisition.
Theeffectsofinterventionsincludingphonologicalawarenessandphoneticsinstructionweregreaterthanthosethatfocusedonsight-wordinstructionalone.
• Withoutfluencyinfoundationalphonologicalskills,readingwillrequiresignificantcognitiveresourcesforindividualswithCCN.
• Thereisstilltheneedforsight-wordidentification,asnotallwordsaredecodable.Althoughbothapproacheswereindividuallyveryeffective,thecombinationofbothbolsteredtheinterventioneffectiveness.
Theinstructionalstrategiesacrossthestudiesrevealtheimportanceofdirectandsystematicinstruction,appropriatescaffolding(e.g.,modeling,timedelay,etc.),feedback,andtheuseoferrorcorrectionandanalysis.
• Correctivefeedbackprovidesincreasedopportunitiesforlearnerstorespondandpracticenewskills.
• Identifyinglearners’patternsofresponsesthrougherroranalysescanprovidevaluableinformationonhowtoadaptinstructionaswellasfutureinterventions.
LearnerswithCCNareunabletoparticipateviaspokenresponsesandthusinstructorsmustuseadaptationstomeasureinterventionoutcomesandprogress.Therewerefourdistincttasksusedtoassesssingle-wordreadingacrossthestudies.
• Thedemandsofthetasksvary.• LEASTDEMANDINGà donot
requirephonologicalrecodingText-SpokenChoicesSpokenWord-TextChoices
• MOSTDEMANDINGà requirephonologicalrecoding
• ClosertoactualreadingdemandsPicture-TextChoicesText-PictureChoices
Educatorsshouldtakebothaphonologicalandsight-wordapproachtointerventionbyteachingtheskillstodecodeaswellasrecognizewholewords.
Withbothapproaches,evidence-basedinstructionalstrategiesarenecessarytoensuresuccess.
InstructionalApproach
InstructionalStrategies
AlternativeResponseModes
Educatorsmayneedtoadapttaskstocompensateforlearners’inabilitytoprovideoralresponses.Itisnecessarytobecognizantofthedemandsof
readingandcarefullyanalyzethetaskstoreplicatethesedemands.
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Included Studies