Mandak Kelsey, Light Janice, McNaughton David
Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA.
Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA.
Perspect ASHA Spec Interest Groups. 2020 Oct;5(5):1272-1281. doi: 10.1044/2020_persp-20-00068.
The purpose of this study was to investigate the effect of the Transition to Literacy (T2L) feature within video visual scene displays (VSDs) on the single-word reading of academic vocabulary concepts (i.e., weather concepts) by a pre-literate adolescent with cerebral palsy and minimal speech.
A single-subject, multiple probe, across word sets design was used to evaluate the effects of the intervention. The intervention used an AAC app programmed with video VSDs embedded with hotspots with the T2L feature to teach the adolescent 12 academic vocabulary words.
The adolescent acquired all target words successfully with only minimal exposure to the written words through the app and was able to generalize her learning to two novel tasks. Using Tau-U to evaluate the size of the observed effects, there were very large effects across all word sets.
The findings from this study demonstrate the effectiveness of the T2L feature to improve single-word reading in pre-literate individuals with minimal speech. The use of video VSDs and T2L technology together may offer professionals a unique way to complement current AAC devices and literacy instruction for adolescents with minimal speech who are pre-literate.
本研究旨在调查视频视觉场景显示（VSD）中的向读写过渡（T2L）功能对一名患有脑瘫且言语极少的学前青少年学术词汇概念（即天气概念）单字阅读的影响。
采用单被试、多探针、跨单词集设计来评估干预效果。干预使用了一款AAC应用程序，该程序编程有嵌入了具有T2L功能热点的视频VSD，用于教授该青少年12个学术词汇。
该青少年仅通过应用程序对书面单词进行极少接触就成功掌握了所有目标单词，并能够将所学知识推广到两项新任务中。使用Tau-U评估观察到的效果大小，所有单词集都有非常大的效果。
本研究结果证明了T2L功能在提高言语极少的学前个体单字阅读方面的有效性。视频VSD和T2L技术的结合使用可能为专业人员提供一种独特的方式，以补充当前针对言语极少且未识字的青少年的AAC设备和读写教学。
