a Department of Communication Sciences and Disorders , The Pennsylvania State University , University Park , PA , USA.
b Department of Educational Psychology, Counselling, and Special Education , The Pennsylvania State University , University Park , PA , USA.
Augment Altern Commun. 2018 Jun;34(2):143-154. doi: 10.1080/07434618.2018.1457715. Epub 2018 Apr 12.
The purpose of this study was to investigate the effects of Transition to Literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol) within a grid display in an augmentative and alternative communication (AAC) app, on the sight word reading skills of individuals with autism spectrum disorders (ASD) and complex communication needs. The study implemented a single-subject multiple probe research design across one set of three participants. The same design was utilized with an additional set of two participants. As part of the intervention, the participants were exposed to an AAC app with the T2L features during a highly structured matching task. With only limited exposure to the features, the five participants all demonstrated increased accuracy of identification of 12 targeted sight words. This study provides preliminary evidence that redesigning AAC apps to include the provision of dynamic text combined with speech output, can positively impact the sight-word reading of participants during a structured task. This adaptation in AAC system design could be used to complement literacy instruction and to potentially infuse components of literacy learning into daily communication.
本研究旨在探讨在增强和替代沟通 (AAC) 应用程序中的网格显示中，过渡到识字 (T2L) 软件功能（即在选择图形符号时提供动态文本和语音输出）对自闭症谱系障碍 (ASD) 和复杂沟通需求个体的 sight 词阅读技能的影响。研究采用了单个参与者的三个参与者的单一主题多次探针研究设计。相同的设计用于另外两组两个参与者。作为干预的一部分，参与者在高度结构化的匹配任务中接触到具有 T2L 功能的 AAC 应用程序。仅在有限的接触功能的情况下，五名参与者均显示出对 12 个目标 sight 词的识别准确性有所提高。本研究初步证明，重新设计 AAC 应用程序以包括提供动态文本和语音输出，可以在结构化任务中对参与者的 sight 词阅读产生积极影响。这种 AAC 系统设计的适应性可以用于补充识字教学，并有可能将识字学习的组成部分融入日常沟通中。
