Date of Graduation

9-2005

Document Type

Thesis

Degree Name

Bachelor of Science

Degree Level

Undergraduate

Department

Health, Human Performance and Recreation

Advisor/Mentor

Elizabeth Lorah

Committee Member

Christine Holyfield

Abstract

Background/Introduction: Augmentative and Alternative Communication (AAC) devices are tools used to help individuals with speech difficulties to communicate. The University of Arkansas AAC Lab is designed to develop and evaluate technology and implementation strategies for people with intellectual and developmental disabilities. In this research setting, we used Proloquo2Go, TouchChat, and a developing AAC program. I have created a curriculum for this Lab that integrates this AAC program into a preschool setting for preschoolers with extensive support needs. Purpose: This project was meant to create a pre-school curriculum for special needs preschoolers implementing models of Applied Behavior Analysis (ABA) Therapy, Occupational Therapy (OT), Physical Therapy (PT), and Speech Therapy (ST). The curriculum was specifically designed to provide opportunities to implement AAC devices, provide a regular schedule, and tailored to special needs children. Methodology: This setting consists of five preschool-aged children diagnosed with or awaiting diagnosis of an intellectual and/or developmental disability. Each student completed a Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) at the beginning of the semester. Following this assessment, goals were created for each of these students in speech, motor, and behavioral skills. Mastery percentages were created for each of these students to hit. The curriculum was then created with these goals in mind. With the space and opportunities we had, I chose to create the curriculum based on books. The rotating center activities model what children should expect to see in the school setting. Results: At the end of the semester, we ran VB-MAPP assessments again and four of five students showed significant improvement. This semester we were able to see each student improve their motor, behavior, speech skills, and understanding of implementing an AAC device. Implementing this curriculum correlated with the improved skills amongst the students. Discussion/Conclusion: Implementing a curriculum that worked towards the goals of improving speech, motor, and behavior goals was beneficial for overall improvement in skills and opportunities to use AAC devices. This curriculum also offered a sense of structure that made transition behavior decrease and modeled a typical school environment. The implementation of this curriculum was overall beneficial to skill development, implementing AAC, behavior, and school-preparedness.

Keywords

AAC; Augmentative and Alternative Communication; autism; special needs; curriculum

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