Picture-Book Reading as an Intervention to Teach the Use of Line Drawings for Communication with Students with Severe Intellectual Disabilities

Abstract

Picture-book reading provides an effective intervention context for young children learning spoken language and may also be appropriate for teaching the use of augmentative and alternative communication to children with severe intellectual disabilities. This study reports on a group intervention using a semiscripted book reading routine implemented by a teacher in a classroom for students with severe intellectual disabilities. Student use of line drawings was observed over the course of the intervention. Students' abilities to match words, line drawings, book illustrations, and real objects were assessed weekly. There were differences between baseline and intervention performances for all students, and these differences were particularly noticeable for one student.

Intervenciones para el aprendizaje de la lectura en alumnado con discapacidad inte-lectual: un estudio bibliográfico

“…Autor, Año S E W Stephenson (2009) x Allor, Mathes, Roberts, Cheatham, & Champlin 2010x Allor, Mathes, Roberts, Jones, & Champlin 2010x Miller, Darch, Flores, Shippen, & Hilton 2011x Beecher & Childre (2012) x Lemons, Mrachko, Kostewicz, & Paterra (2012) x Yaw, Skinner, Orsega, Parhurst, Booher, & Chambers (2012) x Allor, Gifford, Otaiba, Miller, & Cheatham (2013) x Browder, Hudson, & Wood (2013) x Grünke, Wilbert, & Stegemann (2013) x Lundberg & Reichenberg (2013) x Reed (2013) x Reichenberg (2014) x Boardman, Buckley, Vaughn, Roberts, Scornavacco, & Klingner (2016) x Cazzell, Skinner, Ciancio, Aspiranti, Watson, Taylor, McCurdy, & Skinner (2017) x Navarro &y Lara 2017x Shurr & Taber-Doughty 2017x Benítez & Domeniconi (2018) x Dogȃnay & Özmen 2018x Shurr & Kromer (2018) x Nota. S=SCOPUS, E=ERIC, W=WOS.…”

“…En relación con la edad de los participantes cabe destacar que en la etapa Primaria de 6 a 12 años hay 9 estudios (Allor et al, 2013;Allor, Mathes, Roberts, Cheatham, et al, 2010;Allor, Mathes, Roberts, Jones, et al, 2010;Beecher & Childre, 2012;Benítez y & Domeniconi, 2018;Cazzell et al, 2017;Shurr & Kromer, 2018;Stephenson, 2009;Yaw et al, 2012). En la etapa Secundaria, hasta los 16 años, hay 4 estudios (Boardman et al, 2016;Dogȃnay & Özmen, 2018;Reed, 2013;Reichenberg, 2014).…”

“…Por un lado, la clasificación en meses; menos de 1 mes (Grünke et al, 2013;Miller et al, 2011), entre 1-2 meses (Lundberg & Reichenberg, 2013;Reed, 2013;Reichenberg, 2014), entre 3-4 meses (Benítez & Domeniconi, 2018;Lemons et al, 2012;Navarro & Lara, 2017) y entre 5-6 meses (Dogȃnay & Özmen, 2018). Por otro lado, la clasificación en sesiones; de 1-19 sesiones (Cazzell et al, 2017;Stephenson, 2009;Yaw et al, 2012), de 20-40 sesiones (Shurr & Kromer, 2018;Shurr & Taber-Doughty, 2017; de 41-60 sesiones (Beecher & Childre, 2012;Browder et al, 2013) y más de 60 sesiones (Allor et al, 2013).…”

Primary healthcare interventions for people with intellectual disability

“…This would be useful for health education, seminars, training, and also within the actual health assessment consultation (Stephenson, J., 2009). Certain programs and apps (e.g.Proloquo2Go) can be used on tablets, e.g., iPads, and these consist of a set of tools and strategies to help people with communication difficulties to express themselves and also to understand language (Farrall, J., 2015).…”

“…Imagery, Picture boards, and 'Easy English' information can be used to improve comprehension and support communication (Hollins, S., 2003;Stephenson, J., 2009). This would be useful for health education, seminars, training, and also within the actual health assessment consultation (Stephenson, J., 2009).…”