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RERC-AAC.PSU.EDU 1
GridDisplaystoLiteracy:EffectofdynamictextonwordreadingforindividualswithASDJessicaCaron,JaniceLight,ChristineHolyfield,ClarkKnudtson,DavidMcNaughtonPennStateUniversity
Problem:
– Morethan90%ofindividualswithCCNenteradulthoodwithoutliteracyskills(Foley&Wolter,2010)
– Asaresult,theyareseverelyrestrictedineducation,employment,healthcare,&communityliving
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LimitationsofcurrentAACtechnologies/appswithpicturesymbols
• IndividualswithCCNwhoarenonliterate typicallyuseAACsystems/appswithpicturesymbols
• Thedesignoftheseappsdoesnotsupportliteracylearning– Textmaybedisplayedabovepicturesymbol,butindividualsdonotattendtostatictext(Brownetal.,2015)
– Textmaybedisplayedinmessagebaruponselectionofpicturesymbol,butdisplacementoftextfrompictureselectiondoesnotsupportlearningassociation
PotentialSolution:
• AACtechnologiestosupporttransitionfromgraphicsymbolstoliteracy(T2L)• Transitiontoliteracy(T2L)isasoftware
featureforAACtechnologies/apps• T2Lprovidesdynamicpresentationoftext
withspeechoutputwhenapicturesymbolisselected– Conceptualized&developedbyLight,
McNaughton,Jakobs,&Hershberger(2014)
• T2Lprovidesafirststepinthetransitionfromuseofpicture-basedAACtechnologies/appstoliteracy
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TransitiontoLiteracy(T2L)SoftwareFeatures
• Transitiontoliteracy(T2L)softwarefeature– IndividualselectsapicturesymbolfromAACdisplay
– Writtenwordappearsdynamically
– Writtenwordisspokenbytheapp
• 2apps– Grid-basedT2LappdevelopedbySaltillo(Hershberger)
– VSDT2LappdevelopedbyInvoTek (Jakobs)• IncorporatedintoSnapScenebyTobiiDynavox
Research-baseddesignofT2Lfeature• DesignofT2Lfeatureisgroundedinthestateofthescience
invisualcognitiveprocessing,literacyinstruction,andinstructionaldesign(Lightetal.,2014)– IndividualselectsgraphicsymbolfrompersonalizedAACsystem
• Literacylearningisdrivenbytheindividual’sinterests&needsandutilizespersonallyrelevantvocabulary,thusincreasingmotivation&engagement(Light&McNaughton,2009)
– Textisdynamicallypresentedonthescreen• Movementisstrongattractorofvisualattention,increasinglearner’sattentiontothetext(Wilkinson&Jagaroo,2004)
– Textispairedwithgraphicsymbol&speechoutput• Directactivepairingsupportslearningofassociationbetweenwrittenword&referent(picturesymboland/orspokenword)(e.g.,Browder&Xin,1998)
– Textisconsistentlyincorporatedintocommunication• IntegrationofliteracysupportsintoAACprovidesincreasedopportunitiesforfunctionallearning&usethroughouttheday(Light&McNaughton,2014,2015).
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T2LfeatureforAACappsAfirststepinthetransitiontoliteracy
• T2Lappsareintendedtocomplement,notreplace literacyinstruction
• CurrentT2Lapps– onlysupportsightwordacquisition– areafirststep intechnologiesthatprovideadirectbridgefrompicture-basedsystemstoliteracy
• Futuredevelopmentsarerequiredtofurthersupportthefulltransitiontoliteracy
Aims/Questions:• Thepurposeofthisstudywastoinvestigatetheeffectsofdynamicallydisplayingtextwithingraphics-basedgriddisplayAACapp,inordertosupportthetransitionfromAACgraphicsymbolstoliteracyforindividuals.
• Specifically,theprimaryresearchquestionswere:– (a)Whatistheeffectofexposuretodynamictextwithingraphics-basedgriddisplays,ontheacquisitionofsingle-wordreadingof12words,byindividualswithASD,CCN,andlimitedliteracyskills?• (b) Aretheeffectsgeneralizedtotext-onlyAACgridsdisplays?• (c)Aretheeffectsgeneralizedtouseoftext-onlydisplaysduringacommunicationopportunity?
• (d)AretheeffectsmaintainedbytheindividualswithASDandCCN?
RERConAAC
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Methods:
• Thisstudyimplementedasingle-subject,multiple-probe,across-subjectsdesignwith5participants
RERConAAC
Participants:
• 5Participants:– Allmales– Ages6-14– 4diagnosedwithASD(“Severe”diagnosisonCARSAssessment),1diagnosedwith“characteristicsofASD”
– AllattendAutismsupportclasseswith1:1support– Allidentifiedashavingcomplexcommunicationneeds
• Rangingfromscriptedspeech,echolalic speech,tonospeechanduseofAACappsoniPad
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Participants:ReadingSkills
• Identifyallletter-sounds• 150-300sightwords• Notdecoding
• AlsoadministeredWRMT-III(modified)andTACL-3– <1%forallsubtests
Materials:SightWordProbeMaterials(howweassesslearning)• Wordprintedonyellow• Imagesrepresentingtargetedwords• All“AngryBirds”relatedwords
– Sharedinterestsacrossparticipants– Ageappropriate– AppisavailableforleisureoniPads– Selectedwordsthatwouldexpandtheir
vocabularyandthattheydidn’talreadyknow
• Wordsrangeinlength(4-8letters)– Examples:
• Corporal• Chuck• Destroy• Drag• Slingshot• shoot
RERConAAC
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Materials
Graphics-GridBasedDisplay
GeneralizationPhase:Transitionedtotext
ExposureMaterials(“intervention”)
• NovaChat Device(15buttondisplay)
• T2LSoftwareFeatures– dynamicallydisplayingtext– Textemergingfromits
graphics-basedreferentwithintheAACsoftware
– Speechoutputwithexactmatchtodynamictext
Procedures:• Priortostarting– trainedallparticipantsonphotographsthat
representtargetedwords.90%accuracyorbetterbeforestarting• Fourphases:
– (a)baselinecondition(priortoexposuretotablettechnology);• Presentword&4photographchoices
– Choicesinclude:thecorrectwordandonephotoofawordthatstartswiththesameinitialletter
– (b)exposuretotablettechnologywiththeAACapplications;• 12wordstotal(and2models)
– Showedpicture- wastoldtomatch/findthepictureontheAACT2Lapp– 4exposurestothewordpersession(wordwasonthescreenfor3sec)
– (c)generalizationtodifferenttask(totextonlydisplay)• 3 conditions
– GPà TextonlydisplayonT2Lapp,providedwithpicture– andpromptedtofindtherightword
– GOà TextonlydisplayonT2Lapp,providedwith“find__”promptandparticipantwastolocatethecorrectwordfromthearrayof15
– Communicatingaboutascene
– (d)maintenanceofacquiredsightwords• Sameasbaseline
RERConAAC
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Results:
RERConAAC
Figure 1. Percentage of single-words read correctly, per participant, out of 12 trials, in probe tasks
+69%after,92sofexposureperword
+50%after,60sofexposureperword
+62%after,72sofexposureperword
+56%after,72sofexposureperword
+45%after,72sofexposureperword
ExposureData:
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ResultsSummary:
• Alloftheparticipantsdemonstratedincreasesinthesinglewordreading,ofthetargeted12words,whenintroducedtoT2Lapp– gainsof>+45%(range45%-69%)frombaselinewithminimalexposuretime
– 100%nonoverlappingdataforallparticipants– Maintainingabovebaseline(probesat1,2and3monthspostexposure)
– Allgeneralizingthesinglewordstoanewtask(andhardertask)
Conclusion&FutureResearchDirections:
• Increasesinsinglewordreadingwithminimalexposuretime.
• Theseapps/softwarefeaturesareintendedtocomplement,notreplace,literacyinstruction
• StudyprovidessomefoundationforhowAACsupportswithT2Lsoftwarefeaturescouldbecombinedwithinstruction
• Replication– moreT2Lstudiesforreaderswithmoreadvancedliteracyskillswithdifferentdiagnoses.– Communicativecontext– Differentpartnersprovidingtheintervention(SLPs/Para)moreconsistently
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Acknowledgements/Disclosures• Transitiontoliteracy(T2L)wasdevelopedunderagrantfromtheNationalInstituteonDisability,IndependentLiving,andRehabilitationResearch(NIDILRRgrantnumber#90RE5017)totheRehabilitationEngineeringResearchCenteronAugmentativeandAlternativeCommunication(RERConAAC).http://rerc-aac.org
• NIDILRRisaCenterwithintheAdministrationforCommunityLiving(ACL),DepartmentofHealthandHumanServices(HHS).ThecontentsofthispresentationdonotnecessarilyrepresentthepolicyofNIDILRR,ACL,HHS,andyoushouldnotassumeendorsementbytheFederalGovernment.
Questions?ForHandouts:
http://aac.psu.edu