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RESEARCH POSTER PRESENTATION DESIGN © 2015
www.PosterPresentations.com
• Duetointrinsicandextrinsicchallenges,manyindividualswithCCNandASDareunabletoreadorwriteatgradelevel(Koppenhaver&Yoder,1993;Foley&Wolter,2010)andthesereadingdeficitsthenpersistthroughadolescenceintoadulthood.
• Althoughliteracyinstruction(includingsightwordinstruction)isimperative,improvedfeatureswithinAACtechnologiescouldalsobeusedtocomplementinstructionandinfuseliteracylearningintodailycommunication.
INTRODUCTION METHOD
RESEARCHQUESTIONS
• Design:Asingle-subjectmultipleprobeacrossparticipants• IV:AACappwithtransitiontoliteracy(T2L)softwarefeatures
(i.e.,dynamictextandspeechoutputuponselectionofagraphicsymbol)
• DV:Accuratelyreading12targetwords• Participants:
RESULTS
• TransitiontoLiteracy(T2L)softwarefeature(Lightetal.,2014)wasusedwithinaNovaChat12(Saltillo)withGrid-BasedAACDisplayofmotivatingwords
DISCUSSION• Whiletechnologicalchangeshavebeenmadetohardware,AAC
softwarehasremainedrelativelystaticindesign.Researchtoexploreinnovative,evidence-baseddesignchangestoAACsystemstoenhancelanguageandliteracylearningandimprovecommunicationperformanceisneeded.
• Thisstudyprovidespreliminaryevidencethatredesigninggraphics-basedAACsoftwaretoincludeT2Lfeatures, whenusedinahighlystructuredmanner,canresultinimprovementsinsight-wordreading.
• Thedirectactivepairing(bothbetweenthetextandgraphicsymbolandbetweentextandspeechoutput)cansupportlearningoftheassociationbetweenawrittenwordanditsreferent.
• ResearchisneededtoexploretheT2Lsoftwarefeatureswithavarietyofsettingsandpopulations
• Note:Theappisintendedtobeusedtocomplement,notreplace,literacyinstruction.
Challengeswithcurrentsystems:Grid-basedAACsystemscommonlyusepairedtextandgraphicsymbolstorepresentconceptsthatindividualscommunicatewith.Previousresearchdemonstratedthatstaticpairingofprintandgraphicsymbols,blockswordlearning.
PotentialSolution:ChangestoAACsystemdesign,specificallydynamictextpairedwithspeechoutputuponselectionofagraphicsymbol,couldpotentiallyleadtobetterliteracyoutcomesforindividualswhouseAAC(Lightetal.,2014).SeefigureinMaterialsforanexampleoftheAACsystemdynamicallypresentingtheword“red.”
ThereisanurgentneedtobetterunderstandhowdesignfeaturesinAACsystemscansupportimproved
literacyoutcomesforindividualswithcomplexcommunicationneeds.
• WhatistheeffectoftheAACappwithT2Lontheacquisitionofsight-wordacquisitionof12words,duringahighlystructuredtask,byindividualswithASD,complexcommunicationneeds,andlimitedliteracyskills?
• AretheeffectsmaintainedonceexposuretotheAACappwithT2Lfeaturesisterminated?
• Dotheparticipantsgeneralizethesight-wordskillstoatext-onlyAACgriddisplay?
PROCEDURES
1. The individual selects the graphic symbol (e.g., red)
2. The text dynamically appears from the graphic icon that was selected
3. The word is spoken from the device, the text replaces the grid and stays on the screen for 3 seconds
4. The word dynamically disappears back into the graphic icon that was selected
5. The grid is back to original view – with statically paired graphic symbol and text
Baseline Intervention Generalization Maintenance-Sightwordprobes- Probe=Assessmentandincludesresearcherpresenting4imagesand1word
-Sightwordprobes(assessment)-ImagematchingtaskwithdevicewithT2Lfeature-4exposuresperword,persession
-Sightwordprobes(assessment)withtext-onlydisplay
-Sightwordprobes(assessment)-Short-term:2-4weeksafterlastinterventionsession-Long-term:8-16weeksafterlastinterventionsession
Participant Total# ofsessions
Total#ofexposurestodynamictext
Totaldynamictextexposure timeperword
(inseconds)
Joe 8 84 96
Nikko 5 20 60
Wade 6 24 72
Doug 6 24 72
Tim 6 24 72
Dynamictextexposuresummary:
JessicaCaron,JaniceLight,ChristineHolyfield,&DavidMcNaughtonThePennsylvaniaStateUniversity
EffectsofDynamicTextandSpeechOutputinanAACAppwithGraphicSymbolsOnSingle-WordReadingofIndividualswithAutismSpectrumDisorderandComplexCommunicationNeeds
ContentsdevelopedunderagrantfromtheNationalInstituteonDisability,IndependentLiving,andRehabilitationResearch(NIDILRRgrant#90RE5017)totheRERConAAC.ThecontentsofthispresentationdonotnecessarilyrepresentthepolicyofNIDILRR,ACL,HHS,andyoushouldnotassumeendorsementbytheFederalGovernment.
ACKNOWLEDGEMENTS
Percentageofsightwordsreadcorrectly,perparticipant,outof12trials
• 5maleswithASD• Ages6;3– 14;0• 4individualsparticipatedinASD
supportclassroomswith1:1aidesand1individualwasincludedinalearningsupportclassroomwith1:1support
• 2individualsusedAACthroughouttheday(NikkoandWade),3individualsusedscriptedspeech,oftenwithdelayedecholalia
Allparticipantsdemonstratedgainsfrombaseline.TheexposuretotheAACappwithT2Lfeaturesresultedinstrongeffectsonsight-wordperformance(NAPgreaterthan.85)(Parker&Vannest,2009),withNAPcalculationsresultingin100%non-overlappingdataforallparticipants.Inaddition,theparticipantsgeneralizedtheirlearningtoatext-onlyAACdisplay,asignificantlymoredifficulttask.
Thefiveparticipantsinthisstudylearnedtorecognizethetargetedsightwordsin20to32exposurestothedynamictextT2Lfeatures(approximately1-2minofexposureperword).