Improving Literacy Outcomes in Children who use AAC

提高使用 AAC 的儿童的读写能力

基本信息

批准号：
10579606
负责人：
Jessica G. Caron
金额：
$ 20.13万
依托单位：
PENNSYLVANIA STATE UNIVERSITY, THE
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-09-16 至 2025-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10579606
关键词：
Address Adopted Adoption Adult Age Area Attitude Augmentative and Alternative Communication Awareness Cerebral Palsy Child Communication Control Groups Data Decision Making Developmental Disabilities Devices Down Syndrome Educational Curriculum Educational process of instructing Effectiveness Employment Opportunities Evidence based practice Foundations Future Goals Health Health Care Costs Individual Instruction Intellectual functioning disability Intervention Interview Lead Learning Letters Life Link Measures Mediating Methods Outcome Output Participant Perception Personal Satisfaction Pilot Projects Population Probability Public Health Questionnaires Reading Recommendation Research Safety Science Speech Technology Time Training Vision Work autism spectrum disorder base disability effectiveness evaluation effectiveness research efficacy evaluation evidence base high risk high school illiteracy illiterate implementation barriers implementation fidelity improved innovation literacy service providers skills social engagement sound tau Proteins treatment group uptake virtual vocal tract

项目摘要

Project Summary Individuals with severe disabilities who cannot use speech to communicate and use augmentative and alternative communication (AAC; pointing to pictures, using a speech-generating device) are at high risk for life-long health issues that are exacerbated by illiteracy and limited communication skills. Over 90% of these individuals leave high school illiterate, resulting in reduced communication skills and a higher probability of life-long health issues. Our long-term goal is to improve literacy outcomes in individuals who use AAC, and in doing so, improve health and well-being outcomes. Daily instruction in literacy practices that are evidence-based have the potential to change the current poor outcomes, yet limited effectiveness research exists related to literacy interventions that include phonics-based tasks that are adapted specifically for individuals who use AAC. To improve reading outcomes, it is essential to explicitly teach how sounds in words work (phonemic awareness) and how those sounds connect to letters they see in print (phonics). Yet, the majority children who use AAC are provided literacy instruction solely in sight words using memorization strategies. The ALL (Accessible Literacy Learning) technology has the potential to improve early literacy skills. It is an evidence-informed literacy curriculum that includes literacy instruction specifically adapted for individuals who use AAC. Research using components of the ALL curriculum have been conducted, yet prior to our pilot studies, no research has been conducted with the ALL technology. There is a critical need to understand the effectiveness of literacy interventions that are specifically adapted for individuals who use AAC. The objective of this application is to examine the efficacy and feasibility of the ALL technology on a larger-scale through these aims: (1) Assess the effectiveness of the ALL technology on six early literacy skills for children ages 4-10 who have intellectual and developmental disabilities and use AAC, and, (2) Assess the acceptability, feasibility, and adoptability of literacy lessons using the ALL technology to evaluate components that are helpful or hindering to adoption of the ALL technology. The proposed research will make important advances in the science associated with teaching children who use AAC how to learn to read. This project is innovative in three ways: (1) the ALL technology provides phonemic and phonics- based literacy instruction to a population that does not typically receive this instruction due to their inability to speak; (2) the intervention targets multiple literacy skills, which may contribute to better literacy outcomes. Teaching multiple skills during a lesson could potentially improve both the rate and the amount of literacy skills acquired; and, (3) the ALL technology uses automated data-driven decision making with materials adapted for individuals who use AAC – addressing many implementation challenges documented by service providers. The expected outcomes of the project include efficacy of the ALL technology, as well as sufficient data in six early literacy skill areas; foundational for a future R01 that improves the provision of evidenced-based literacy and maximizes literacy outcomes for children who use AAC.

项目概要患有严重残疾的人无法使用言语进行交流并使用增强和替代方法沟通（AAC；指着图片，使用语音生成设备）对终生健康具有很高的风险这些人中超过 90% 的人因文盲和沟通能力有限而加剧了这些问题。高中文盲，导致沟通能力下降，并且出现终身健康问题的可能性更高。我们的长期目标是提高使用 AAC 的个人的识字率，从而改善健康状况以证据为基础的日常识字实践指导有可能实现以下目标：改变目前的不良结果，但与扫盲干预措施相关的有效性研究有限包括专门适合使用 AAC 的个人的基于语音的任务，以提高阅读能力。结果，有必要明确地教授单词中的声音如何工作（音位意识）以及这些声音如何工作声音与他们在印刷品中看到的字母相关联（拼音），然而，使用 AAC 的孩子大部分都能识字。使用记忆策略仅以常见单词进行教学。技术具有提高早期识字技能的潜力。这是一种有证据支持的识字课程。包括专门针对使用 AAC 研究组件的个人的教学素养。 ALL 课程已经实施，但在我们的试点研究之前，尚未对迫切需要了解所有技术的扫盲干预措施的有效性。专门适合使用 AAC 的个人。此应用程序的目的是检查其功效和效果。通过以下目标，大规模应用 ALL 技术的可行性： (1) 评估 ALL 的有效性针对 4 至 10 岁智力和发育障碍儿童的六项早期识字技能的技术并使用 AAC，以及，(2) 使用 ALL 评估扫盲课程的可接受性、可行性和可采用性技术来评估有助于或阻碍 ALL 技术采用的组件。研究将在与教导使用 AAC 的儿童如何该项目在三个方面具有创新性：(1) ALL 技术提供音素和自然拼读—— 基于教学素养的人群通常不会接受这种教学，因为他们无法说话；(2) 干预针对多种识字技能，这可能有助于取得更好的识字成果。在一堂课中教授多种技能可能会提高识字技能的速度和数量获得；(3) ALL 技术使用自动数据驱动的决策，并使用适合的材料使用 AAC 的个人 – 解决服务提供商记录的许多实施挑战。该项目的预期成果包括 ALL 技术的功效，以及六个早期的足够数据识字技能领域；为未来的 R01 奠定基础，改善基于证据的识字能力的提供最大限度地提高使用 AAC 的儿童的识字成果。