Date of Graduation

5-2024

Document Type

Thesis

Degree Name

Master of Science in Communication Sciences and Disorders (MS)

Degree Level

Graduate

Department

Communication Disorders and Occupational Therapy

Advisor/Mentor

Holyfield, Christine E.

Committee Member

Bowers, Lisa M.

Second Committee Member

Hicks, Stephanie

Keywords

Augmentative and alternative communication; Children; Developmental disability; Shared storybook reading

Abstract

Abstract Purpose: This thesis evaluates the effects of comparing children’s engagement in storybook reading with and without access to high-tech augmentative and alternative communication (AAC) with a literacy supportive feature. Literacy skills are a fundamental cornerstone for engagement in the lives of young children. Among these skills, the ability to decode words, or phonetically sound them out, plays a pivotal role in the acquisition of literacy. Proficiency in literacy also broadens the communication capabilities of individuals with developmental disabilities who rely on augmentative and alternative communication (AAC) methods. However, existing AAC technologies currently fall short in adequately strengthening literacy development, particularly in terms of decoding skills. Specially, for the very individuals who depend on them. Hence, the present study's primary aim was to conduct an initial assessment of the overall impact of a new AAC feature designed to bolster decoding abilities on engagement within a common literacy activity for children – shared book reading. Method: The study involved two young children who presented with challenges of both functional speech and literacy skills. One participant had a diagnosis Costello syndrome, while the other had autism spectrum disorder (ASD). The research utilized a single-subject approach, utilizing an ABAB design. In Condition A, participants did not have access to AAC. This was both of the participants current standard of care. In Condition B, participants had access to AAC designed to support foundational literacy. Results: Each participant demonstrated higher engagement with access to AAC. Specifically, they participated in the linguistic routines of the activity more often in the condition where participants had access to AAC. Conclusion: These findings provide initial indications that AAC with a technology feature offering decoding models when AAC picture symbols are selected can be supportive of engagement in literacy activities for young children with developmental disabilities. Specifically, those who have limited speech and language. It is important to note that this feature is not meant to substitute formal instruction but is a tool to enhance literacy for individuals with developmental disabilities who rely on AAC. It is also important to note that this feature should not be used in any instance where it could reduce linguistic participation. In the current study, AAC with the literacy feature supported rather than reduced participation. Future larger scale research is needed. Keywords: Augmentative and alternative communication; Developmental disability; Children; Shared book reading

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