Augmentative and Alternative Communication

5517V - Supporting Decoding by Individuals with Cerebral Palsy, IDD, and ASD Through an AAC App Feature

ON-DEMAND

Format: Technical Research (Virtual)

Audience: Students, Public/Consumers, Researchers, Assistants, Early Career Professionals (under 5 years)

Keywords: augmentative and alternative communication, literacy, decoding, technology

Presenting Author(s)

Tara Zimmerman

Misericordia University

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Emily Laubscher

Penn State University

Author Only (Not Presenting)(s)

Janice Light

Penn State University
Erik Jakobs

Penn State University
David McNaughton

Penn State University
Olivia Pfaff

Penn State University
Christine Holyfield

University of Arkansas
Lauramarie Pope

Penn State University
Hailey Atiyeh

Penn State University

Literacy skills support full participation in social and academic contexts, and decoding is a foundational literacy skill. This session will present the results from two studies that used similar procedures to evaluate the efficacy of a new AAC app feature designed to support decoding skills for school age children with various diagnoses including cerebral palsy and/or intellectual disability (Study 1) and autism spectrum disorder (Study 2). The studies used single-subject, multiple probe across participants designs to evaluate single word reading, including decoding of novel words. The results offer preliminary evidence that interacting with an AAC app that incorporates a decoding feature can support individuals with cerebral palsy, intellectual disability, and ASD in building decoding skills.

Learning Objectives:

Discuss the importance of decoding interventions for individuals with developmental disabilities and complex communication needs
Identify key results from two studies that investigated the effects of building a decoding feature into an AAC app
Describe several clinical implications for decoding interventions using the AAC app feature for individuals with developmental disabilities and complex communication needs