Foundational Reading Interventions Adapted for Individuals Who Require Augmentative and Alternative Communication (AAC): a Systematic Review of the Research

Yorke, April M.; Caron, Jessica; Pukys, Nina G.; Sternad, Emily; Grecol, Christina; Shermak, Carley

doi:10.1007/s10882-020-09767-5

Cited by 16 publications

(25 citation statements)

References 50 publications

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“…is group of students has a photographic memory and recalls any information exactly as it is presented in books [7]. Otherwise, in the case of acoustic persons, that is, students who learn best by listening to information or kinesthetic formulas, or students who learn by making things themselves manually, these types of students have a lot of difficulty in learning and assimilating knowledge and therefore are very likely to fail to harmonize with the education system provided [8][9][10].…”

Section: Introductionmentioning

confidence: 99%

[Retracted] Classification and Analysis of College Students’ Skills Using Hybrid AI Models

Tang¹,

Wei²

2022

Journal of Mathematics

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Each individual diversifies in the population with certain characteristics. Thus, diversity is a scientifically proven and widely accepted phenomenon when the human being is a concern. One of the areas where the diversity of human beings is mostly paid attention to is called the learning process, since different forms of responses could be observed. For example, each student perceives, assimilates, and uniquely processes the information when being transmitted to him, which confirms the inherited diversity. In this regard, educational systems are required to deal effectively with students and to apply the principles of personalized learning, which is pertinent to learning processes that meet the individual needs and interests of learners. By doing so, taking into account their unique characteristics, talents, skills, inclinations, and desires are satisfied. This manuscript presents an innovative model to classify college students’ skills. A hybrid artificial intelligence (AI) system that fully automates the process of personalized training is proposed based on individual skills by taking into account the priority of personalized and fully customized learning systems. The process specifically utilizes the Rasch statistical analysis model and an innovative fuzzy Bayesian network. Higher-level reasoning is generated for the automated and personalized learning process in which college students are automatically classified into a certain category based on their skills.

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Section: Introductionmentioning

confidence: 99%

[Retracted] Classification and Analysis of College Students’ Skills Using Hybrid AI Models

Tang¹,

Wei²

2022

Journal of Mathematics

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“…The body of research on reading instructions and intervention for students who require AAC is small [15], because it is conducted with a low prevalence population [9]. This contributes to little empirical evidence, and it can be difficult to measure the effectiveness of these programs, which are specifically designed to teach reading skills to students with intellectual disabilities, without functional speech [14].…”

Section: Previous Relevant Workmentioning

confidence: 99%

“…They looked at the effect of studies with designs that were adapted to the needs of individuals with limited or absent speech and who used AAC. Seven of 22 interventions addressed ALL [4,17,[20][21][22][23] and Westover, referred in Yorke et al [14].These studies showed an increase of 39 percent in total and large effects (Tau-U = .78) [14].…”

Section: Previous Relevant Workmentioning

confidence: 99%

“…It was recommended that teachers chose an evidence-based reading program based on explicit teaching, corrective feedback, scaffolding, rewards, repetitions, and systematic teaching of phonological awareness and phonetic skills to ensure that students had opportunities to generalize their skills [7,16,26,27]. Yorke et al [14] also emphasized adapting an intervention so that verbal responses were not required, provided explicit practice with the skills, focusing on one to four foundational reading skills (directly corresponding to those measured) and included direct instruction procedures (i.e., introduction, model, guided practice and independent practice with frequent positive or corrective feedback, in the intervention.…”

Section: Previous Relevant Workmentioning

confidence: 99%

“…Most literacy approaches require verbal production of speech sounds, which are particularly difficult for individuals with complex communication needs. Despite challenges with the spoken production of sounds, research has reported positive outcomes in participation in phonological interventions when they are adapted to meet the needs of students who require AAC [9][10][11][12][13][14].…”

Section: Introductionmentioning

confidence: 99%

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Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: A Multiple single-case design with four randomized baselines.

Ulriksen,

Bilet-Mossige,

Moreira

et al. 2023

Preprint

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Background: Literacy is one of the most important skills students can achieve, as it provides access to information and communication. Unfortunately, literacy skills are not easily acquired, especially for students with intellectual disabilities who require augmentative and alternative communication (AAC). There are many barriers to literacy acquisition, some due to low expectations from parents and teachers, lack of evidence-based reading programs and reading materials adapted for AAC. Barriers as a result of extensive support needs is also a real factor. This trial aims to deliver reading instructions to 40 students with intellectual disabilities who require AAC, and contribute in the debate on how to best support this population through reading instructions to maximizes their reading skills. Methodology: 40 non verbal or minimally verbal students (age 6-14) with intellectual disabilities who require AAC will be part of a reading intervention with a multiple single-case design with four randomized baselines. The intervention period will last for 18 months, and will commence in March 2023. The students will receive the intervention in a one-to-one format, working systematically with a reading material that contains phonological awareness and decoding tasks based on the Accessible Literacy Leaning (ALL) developed by Janice Light and David McNaughton. All the teachers will be trained to deliver the reading intervention. Discussion: The reading material “Lesing for alle” (Reading for all) is based on and follow the strategies behind the research of ALL. The current trial will through a reading intervention contribute to move beyond only teaching sight words and combine several reading component such as sound blending, letter sound correspondence, phoneme segmentation, shared reading, recognition of sight words and decoding. The strategies and methods in use is build on the existing science of reading, especially what has been effective in teaching reading for students with intellectual disabilities who require AAC. There is limited generalizability of prior findings in reading-related phonological processing interventions to different populations of they who use AAC specially outside of USA. More research is needed to understand how programs designed to improve reading skills across other settings, understand the program's long-term effects and to study the effectiveness when delivered by educators who are not speech language therapists or researchers. Trial registration NCT05709405. Registered 23 January 2023,

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RETRACTED ARTICLE: Big Data Analytics integrated AAC Framework for English language teaching

Yang

2021

Int J Speech Technol

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Foundational Reading Interventions Adapted for Individuals Who Require Augmentative and Alternative Communication (AAC): a Systematic Review of the Research

Cited by 16 publications

References 50 publications

[Retracted] Classification and Analysis of College Students’ Skills Using Hybrid AI Models

[Retracted] Classification and Analysis of College Students’ Skills Using Hybrid AI Models

Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: A Multiple single-case design with four randomized baselines.

RETRACTED ARTICLE: Big Data Analytics integrated AAC Framework for English language teaching

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