PROMOTING LANGUAGE AND LITERACY IN CHILDREN WITH COMPLEX COMMUNICATION NEEDS
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abstract
Individuals with developmental disabilities such as autism spectrum disorder and intellectual disabilities may have complex communication needs and require augmentative and alternative communication (AAC) devices. Low- and high- technology devices can supplement or replace communication in individuals with disabilities. Currently, there is a dearth of studies exploring the language and literacy skills of those with disabilities, and an additional lack of information on the social validity of interventions for individuals that use AAC. Thus, this dissertation seeks to examine these areas. The contents of this dissertation include (1) a single-case experimental design exploring a modified dialogic reading intervention for individuals with autism spectrum disorder and Down Syndrome using a low-technology AAC device, (2) a meta-analysis of storybook reading interventions for individuals with autism spectrum disorder, intellectual disabilities, and physical disabilities that use AAC, and, (3) a systematic review of the social validity, affordability, acceptability, and feasibility of AAC devices used for individuals with ASD and ID. Results of the single-case experimental design indicated that there was a functional relation between coaching provided to parents online and parent intervention implementation performance. However, no change was observed for child answers to comprehension questions. Findings of the meta-analysis revealed moderate to very strong effects for storybook reading interventions on the language skills of individuals with ASD/ID and physical disabilities. Statistically significant differences were found for some moderators. Finally, the systematic review revealed researchers collected more subjective than normative data, AAC options appeared to be available for all budgets, and few researchers solicited input about the type of device used prior to the intervention. These three studies revealed positive outcomes for interventions involving individuals with disabilities who use AAC. Findings revealed that stakeholders can be taught to implement interventions for individuals who use AAC and future studies should utilize more normative data when conducting social validity assessments. Detailed information about the limitations and future directions can be found in each individual study.
