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IMPLEMENTING THE SPEAKALL! IPAD APP & INTERVENTION PROTOCOL WITH A CHILD WITH AUTISM: A PILOT STUDY
Title
IMPLEMENTING THE SPEAKALL! IPAD APP & INTERVENTION PROTOCOL WITH A CHILD WITH AUTISM: A PILOT STUDY.
Creator
Downs, Olivia, Kent-Walsh, Jennifer, University of Central Florida
Abstract / Description
The ability to communicate is essential for children with developing language systems, and ultimately to being successful academically and eventually vocationally. In a world where communication is vital, children with autism spectrum disorder (ASD) are at a disadvantage and require additional options to express themselves; augmentative and alternative communication (AAC) technologies have presented promising options for helping these children communicate. One technology option that has...
Show moreThe ability to communicate is essential for children with developing language systems, and ultimately to being successful academically and eventually vocationally. In a world where communication is vital, children with autism spectrum disorder (ASD) are at a disadvantage and require additional options to express themselves; augmentative and alternative communication (AAC) technologies have presented promising options for helping these children communicate. One technology option that has proven to be of particular interest to families of children with ASD involves the use AAC iPad apps. Research has been conducted in AAC, ASD, and music, but there is limited research to date, which integrates these three areas. This investigation was designed to address the lack of evidence-based AAC app interventions specifically designed to meet the communication needs of children with ASD. This pilot study will serve to further the evidence available to date indicating that SpeakAll! can be effectively implementing in 1:1 interventions using food reinforcers. This intervention adapts the SpeakAll! intervention protocol in a classroom setting with natural music activities to aid in functional communication.
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Date Issued
2015
Identifier
CFH0004807, ucf:45443
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004807
Partnering with paraprofessionals: Expanding preschool children's responses through dialogic reading
Title
Partnering with paraprofessionals: Expanding preschool children's responses through dialogic reading.
Creator
Hirn, Juliana, Towson, Jacqueline, Green, Katherine, Kent-Walsh, Jennifer, University of Central Florida
Abstract / Description
Shared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children...
Show moreShared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children with DD. DR has been shown to be an effective strategy to teach typically developing preschool-aged children vocabulary, language, and literacy skills, however research in children with DD is limited. Results related to the different types of questions asked by paraprofessionals before and during a DR intervention showed one singular training of DR positively impacted paraprofessional's implementation of DR strategies and children's responses to prompts. A positive impact was found on children's language use during book readings.
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Date Issued
2019
Identifier
CFE0007891, ucf:52794
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007891
Augmentative-Alternative Communication Access for Individuals with Communication Disorders in Medical Settings
Title
Augmentative-Alternative Communication Access for Individuals with Communication Disorders in Medical Settings.
Creator
Amundsen, Stephanie, Kent-Walsh, Jennifer, Hoffman Ruddy, Bari, Rivers, Kenyatta, University of Central Florida
Abstract / Description
This study surveyed speech-language pathologists (SLPs) working in medical settings in the state of Florida in order to: (a) assess the availability of AAC devices, related materials, and services in acute, sub-acute, long-term care, and outpatient medical facilities, (b) examine barriers and supports in providing AAC services to patients with complex communication needs (CCN) in the aforementioned settings, and (c) determine perceived levels of AAC knowledge of health care practitioners. One...
Show moreThis study surveyed speech-language pathologists (SLPs) working in medical settings in the state of Florida in order to: (a) assess the availability of AAC devices, related materials, and services in acute, sub-acute, long-term care, and outpatient medical facilities, (b) examine barriers and supports in providing AAC services to patients with complex communication needs (CCN) in the aforementioned settings, and (c) determine perceived levels of AAC knowledge of health care practitioners. One of the study's major findings was that 97.59% of SLPs served at least one patient they identified as having CCNs, and 94.1% of respondents indicated that their patients could benefit from increased access to AAC devices and service delivery. A notable finding relating to the need for increased AAC-related communication partner instruction (CPI) is as follows: 97% and 100% of respondents indicated that increased CPI for medical practitioners/staff and family members, respectively, were important elements in order to ensure functional communication for individuals with AAC needs in the medical setting. Major barriers to providing AAC services related to device access (i.e., lack of AAC supports / devices, lack of funding for equipment, length of time of device funding). Other barriers were related to the nature of medical settings (i.e., frequently changing caseloads, limited time with patients) and demands of the job (i.e., lack of time to prepare AAC materials / devices). Supports to providing AAC services included low-tech AAC options and mobile technologies. In terms of practitioner knowledge, 57.6% of respondents rated themselves not at all or somewhat knowledgeable regarding AAC. Physicians, nurses, and other rehabilitation professionals were rated as less than knowledgeable by 95%, 97%, and 84.3% of participants, respectively. Overall, the findings of this study suggests there is a high prevalence of patients in medical settings with AAC needs, and some face unmet communication needs resulting from barriers related to the setting itself, lack of access to AAC devices and materials, and limited time spent on AAC service delivery.
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Date Issued
2014
Identifier
CFE0005455, ucf:50370
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005455
Effects of a Reading Strategy with Digital Social Studies Texts for Eighth Grade Students
Title
Effects of a Reading Strategy with Digital Social Studies Texts for Eighth Grade Students.
Creator
Doan, Melissa, Ehren, Barbara, Little, Mary, Kent-Walsh, Jennifer, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
Recent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little...
Show moreRecent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little research has been conducted to evaluate instructional methods and reading comprehension strategies with digital texts.To address this critical issue, the present study examined the effects of a metacognitive reading comprehension instructional protocol (STRUCTURE Your Reading [SYR]; Ehren, 2008) with eighth grade students using digital texts in a standard social studies classroom in an urban American school setting. The focus of the protocol was on teaching strategies and self-questioning prompts before, during, and after reading. The study employed a randomized controlled design and consisted of three conditions with a total of 4 participating teachers and 124 participating students. The study was conducted over 25 instructional days and two instructional units with 13.83 treatment hours within the standard, social studies classes. Hierarchical ANCOVA analyses revealed that when controlling for pre-test measurements, the comparison and experimental groups performed significantly better than the control group with instructional unit test scores (Unit 2), reading strategy use in all stages of reading (before, during, and after), and self-questioning prompts during reading. Comparison and experimental groups did not significantly differ in these gains, indicating that this instructional protocol is effective with both paper and digital text. These findings suggest that the SYR instructional protocol is effective with secondary students in content area classrooms when using digital text. Furthermore, they suggest that metacognition and reading comprehension strategy instruction are able to be successfully embedded within a content area class and result in academic and metacognitive gains. Clinical implications and future research directions and are discussed.
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Date Issued
2012
Identifier
CFE0004244, ucf:49537
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004244
Effects of symbol type on naming and identification of graphic symbols by typically developing three, four, five and six-year olds children.
Title
Effects of symbol type on naming and identification of graphic symbols by typically developing three, four, five and six-year olds children.
Creator
Resnick, Pamela, Kent-Walsh, Jennifer, Schwartz, Jamie, Zraick, Richard, Bai, Haiyan, University of Central Florida
Abstract / Description
Speech-language pathologists and educators face unique challenges in assessing the language skills of children with complex communication needs due to the wide array of impairments with which these individuals present. For example, most receptive language assessment tools require that children either point to or label line drawings to determine whether or not they comprehend the depicted concepts; task demands such as these preclude administering such assessment tools with children who are...
Show moreSpeech-language pathologists and educators face unique challenges in assessing the language skills of children with complex communication needs due to the wide array of impairments with which these individuals present. For example, most receptive language assessment tools require that children either point to or label line drawings to determine whether or not they comprehend the depicted concepts; task demands such as these preclude administering such assessment tools with children who are unable to physically point to or verbally label presented stimuli. In light of these challenges, the use of eye tracking technologies has become particularly appealing since this alternate response mode reduces the behavioral demands associated with standardized assessment procedures. Another challenge clinicians and educators face as they strive to ensure accurate receptive language assessment results with children who have complex communication needs is the type of stimuli utilized in such assessments. When individuals with cognitive delays are presented with stimuli that may not be comprehensible to them, there is a risk of under-estimating language comprehension abilities (Emerson, 2003). Given the documented challenges that individuals with disabilities often have in identifying constructs depicted by the types of line drawings typically included in receptive language assessment tools (e.g., Mirenda (&) Locke, 1989; Mizuko, 1987), there is a critical need to include recognizable stimuli in assessment tools in order to determine this population's true receptive language capabilities. Beyond this potential to improve the validity of receptive language assessments, improvement in assessment practices such as these also have potential positive implications for effective AAC technology selection and AAC treatment planning.The current investigation examined the effect of symbol type (color photograph symbols1 vs. SymbolStix(&)copy;2 color line drawing symbols) on identification and naming of graphic symbols for nouns, verbs and adjectives in typically developing three, four, five and six-year old children. A quasi-experimental design was employed, with counterbalance for experimental stimuli (color photograph symbols1 vs. SymbolStix(&)copy;2 symbols) and task (identification task vs. naming task). Eighty-nine participants completed the identification and naming tasks with both examined symbol types (color photograph symbols1 vs. SymbolStix(&)copy;2 symbols) on two different days. Multivariate Analysis of Variance (MANOVA) was used to examine the effects of symbol type on both accuracy and rate of identification, and on accuracy of naming. Bivariate correlation was completed to determine the relationship between participants' touch and eye identification rates, and to determine the relationship between identification accuracy and eye rate. Mean scores revealed that all participants achieved higher accuracy for the identification and naming tasks with color photograph symbols1, and that participants evidenced faster touch and eye identification rates for the color photograph symbol1 condition. These findings suggest that color photograph symbols1 are more transparent and thus more easily identifiable. Therefore, potential future assessment modifications include the incorporation of color photograph symbols1 as stimuli and eye gaze as a selection option within AAC assessment tools. Overall, results of this study have the potential to change the way speech-language pathologists and educators assess the receptive language skills of children with complex communication needs to yield more accurate assessment results.
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Date Issued
2017
Identifier
CFE0006909, ucf:51701
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006909
Effects of a Mixed-Mode Instructional Program on the Communicative Turns of Preschoolers with Down syndrome who use Augmentative and Alternative Communication
Title
Effects of a Mixed-Mode Instructional Program on the Communicative Turns of Preschoolers with Down syndrome who use Augmentative and Alternative Communication.
Creator
Nicsinger, Erika, Kent-Walsh, Jennifer, Schwartz, Jamie, Hahs-Vaughn, Debbie, Binger, Cathy, University of Central Florida
Abstract / Description
Children with Down syndrome are at increased risk for a variety of deficits, including those in the area of speech, language, and literacy. Speech-language pathologists (SLPs) have historically focused on building children's verbal and signed vocabulary, but these efforts do not always result in significant changes in children's functional communication. Augmentative and alternative communication (AAC) systems and interventions have been recommended by the American Speech-Language-Hearing...
Show moreChildren with Down syndrome are at increased risk for a variety of deficits, including those in the area of speech, language, and literacy. Speech-language pathologists (SLPs) have historically focused on building children's verbal and signed vocabulary, but these efforts do not always result in significant changes in children's functional communication. Augmentative and alternative communication (AAC) systems and interventions have been recommended by the American Speech-Language-Hearing Association as appropriate options for facilitating functional communication skills with children with Down syndrome ([American Speech-Language-Hearing Association [ASHA], 2010; New York State Department of Health [NYSDOH], 2006). In spite of these recommendations, there exists a critical shortage of SLPs who are clinically competent in providing necessary AAC services to children with Down syndrome (Edgar (&) Rosa-Lugo, 2007; Light, McNaughton, Drager, Roberts, (&) Wilson, 2004). As a result, families of children with varying disabilities, including Down syndrome report high levels of stress related to accessing important professional expertise and intervention for their children (Dabrowska (&) Pisula, 2010). Researchers and clinicians alike must consider alternative treatment delivery options that are responsive to the needs of families and children with complex communication needs (Cirrin et al., 2010; Light (&) McNaughton, 2015). A telepractice service delivery model has been documented to ease burdens felt by families when attempting to access rehabilitative services (Gladden, 2013). Telepractice involves the use of technology to connect clinicians and clients at a distance for the purposes of assessment, intervention, or consultation (Theodoros, 2011). An expanding body of research promotes the use of telepractice service delivery within AAC to address the needs of both children and families. One evidence-based AAC intervention of interest is communication partner instruction. Communication partner instruction, even in small doses, has been proven to be an effective method for providing parents and children with complex communication needs, specifically children with Down syndrome, access to necessary intervention (Kent-Walsh, Murza, Malani, (&) Binger, 2015). Partner instruction involves educating those critical stakeholders who surround the child most frequently (e.g., parents, educators, educational assistants) to recognize and respond to children's communicative signals and to create opportunities for children to participate in the conversation (Pennington, Goldbart, (&) Marshall, 2004). Despite the evidence supporting the use of communication partner instruction, SLPs continue to struggle with implementation in billable contexts (Ogletree, 2013). SLPs in the United States often operate in a billable context, where the client must be actively involved in the therapy session in order for practitioners to receive reimbursement from insurance companies for time spent with clients. This issue has served as a barrier to use of communication partner instruction, as currently accepted research-validated models use introductory parent sessions independent of the children's learning to teach partner skills. Therefore, the current investigation examined the effects of a communication partner instruction using a mixed-mode service delivery model, which incorporated face-to-face and telepractice sessions, as well as a billable context. The focus of the protocol was on educating parents in one aided language strategy using a communication partner instruction program incorporating continuous child involvement and a mixed-mode service-delivery model, including both face-to-face and telepractice intervention components (e.g., Skype/FaceTime), to address the need for interventions which consider stressors faced by families when attempting to access evidence-based AAC intervention. The study utilized a single-case, multiple-probe experimental design across three parent-child dyads. Baseline, intervention, generalization, and maintenance phases were used to investigate the efficacy of the nine-session intervention. Visual analysis and Improvement Rate Difference (IRD) analyses indicated that the intervention was highly effective in increasing parents' use of the target strategy and children's communicative turntaking during shared storybook reading. One-hundred percent of parent participants increased their performance from baseline to post-intervention (IRD = 1.0), and all parents maintained these levels of achievement during the maintenance phase (IRD = 1.0). Similarly, children increased their frequency of communicative turns from baseline to post-intervention (IRD = 1.0), and all children participants maintained these levels of turntaking during the maintenance phase (IRD = 1.0), as well as during a novel book series (IRD = 1.0). These findings suggest that the mixed-mode service delivery model, which includes both face-to-face and telepractice sessions, as well as continuous child involvement is an effective method for increasing parents' use of a target strategy and children's frequency of multimodal communicative turns. Clinical and professional implications, as well as future directions for research are discussed.
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Date Issued
2016
Identifier
CFE0006542, ucf:51327
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006542
The Relationship Between Comprehension of Descriptive and Sequential Expository Texts and Reader Characteristics in Typically Developing Kindergarten Children
Title
The Relationship Between Comprehension of Descriptive and Sequential Expository Texts and Reader Characteristics in Typically Developing Kindergarten Children.
Creator
Zadroga, Cheran, Schwartz, Jamie, Kent-Walsh, Jennifer, Nye, Chad, Lieberman, Rita, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
Researchers have found that children need to be proficient in reading and writing expository text to succeed academically as well as in their future careers. More than ever before, children in primary grade classrooms are being exposed to and expected to comprehend a variety expository text types. However, empirical evidence to support the use of expository texts in kindergarten classrooms, in particular, is sorely lacking. To begin to fill this gap, this study was conducted to investigate...
Show moreResearchers have found that children need to be proficient in reading and writing expository text to succeed academically as well as in their future careers. More than ever before, children in primary grade classrooms are being exposed to and expected to comprehend a variety expository text types. However, empirical evidence to support the use of expository texts in kindergarten classrooms, in particular, is sorely lacking. To begin to fill this gap, this study was conducted to investigate kindergarten children's comprehension of two types of expository text structures (i.e., descriptive and sequential) commonly found in kindergarten classrooms. Specifically, the aims of the study were three fold: (1) to investigate if there is a relationship between prior knowledge and the comprehension of descriptive or sequential expository text; (2) to determine if the comprehension of descriptive and sequential expository text are important predictors of performance on the Token Test for Children-2 (TTFC-2) and the Assessment of Literacy and Language (ALL); and (3) to determine if there is a correlation between the descriptive and sequential expository text comprehension measures (i.e., retelling of expository text and answering comprehension questions) on the researcher created Expository Text Protocol.The sample included 45 typically developing kindergarten children (ages 5 years, 8 months to 6 years, 10 months). All children passed a vision and a hearing screening; were enrolled in kindergarten for the first time (no history of retention); scored within the normal range on a non-verbal intelligence screener; and, were not receiving services in the English for Speakers of Other Languages (ESOL) program or the Exceptional Student Education (ESE) program. Each child participated in two, one-hour, assessment sessions on two separate days. During the sessions, children were administered formal (i.e., TTFC-2 (&) ALL) and informal (i.e., Expository Text Protocol) assessments, counter balanced across the sessions. The standardized tests were administered in the prescribed manner. During administration of the researcher created Expository Text Protocol children listened first to either an illustrated descriptive expository text or an illustrated sequential expository text read aloud by a researcher. After the reading, the children either first retold the text without the use of the corresponding expository text or answered a set of 12 comprehension questions for each type of expository text (i.e., descriptive and sequential). The order of the retelling and comprehension questions were counter balanced across children. Simple linear regressions, multiple linear regressions, and partial correlational analyses were used to assess the data obtained in this study. The research findings indicated that a statistically significant relationship exists between the comprehension of expository text and the following reader characteristics: listening comprehension ability, language ability, and literacy ability. However, a statistically significant relationship was not found between the comprehension of the expository text types and prior knowledge. In addition, a statistically significant relationship was found between each of the two types of comprehension measures: retelling of descriptive and sequential expository texts and answering comprehension questions related to each type of text.This investigation revealed that the incorporation of descriptive and sequential expository text structures into the kindergarten curricula is appropriate and the exposure to expository texts may facilitate language and literacy growth and build upon kindergarten children's existing prior knowledge. In turn, exposure to expository texts also may be beneficial in expanding children's use of expository language found in these types of texts. Future research is needed to examine kindergarten children's comprehension of other types of expository text structures found in kindergarten classrooms.
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Date Issued
2016
Identifier
CFE0006426, ucf:51479
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006426
Comprehension of Science Text by African American Fifth and Sixth Grade Students: The Effects of a Metalinguistic Approach
Title
Comprehension of Science Text by African American Fifth and Sixth Grade Students: The Effects of a Metalinguistic Approach.
Creator
Davis, Karen, Rosa-Lugo, Linda, Kent-Walsh, Jennifer, Ehren, Barbara, Hahs-Vaughn, Debbie, Rivers, Kenyatta, Crevecoeur, Edwidge, University of Central Florida
Abstract / Description
Scientific literacy has been at the forefront of science education reform for the past 20 years, particularly for students from culturally and linguistically diverse (CLD) backgrounds (Lee et. al., 2005; Pearson, Moje (&) Greenleaf, 2010). The ability to extract meaning from text is an important skill. Yet many students struggle with effectively comprehending what they read, particularly in content areas of science, math and history. According to the National Assessment Educational Progress ...
Show moreScientific literacy has been at the forefront of science education reform for the past 20 years, particularly for students from culturally and linguistically diverse (CLD) backgrounds (Lee et. al., 2005; Pearson, Moje (&) Greenleaf, 2010). The ability to extract meaning from text is an important skill. Yet many students struggle with effectively comprehending what they read, particularly in content areas of science, math and history. According to the National Assessment Educational Progress (NAEP, 2013) report, adolescents are not acquiring advanced literacy skills needed to succeed in the workplace and academic setting. Literacy experts have called for the use of disciplinary literacy approaches to engage learners with the content in ways that mirror what scientists, historians and mathematicians do to gain understanding in their disciplines (Moje, 2006; Shanahan (&) Shanahan, 2008). Although disciplinary literacy instruction is promising, there is limited empirical research on the effectiveness of discipline-specific literacy approaches. The present study examined the effects of a metalinguistic approach on the comprehension of science text among African American 5 and 6th grade students. The focus of the instructional protocol was to explicitly teach adverbial clauses and assist students to unpack adverbial clauses through the use of a graphic organizer. The process of unpacking complex sentences aimed to facilitate comprehension of science text by engaging the participants in analysis and discussion of the meaning obtained from the adverbial clauses. This study employed an experimental single-case multiple-probe across participants design. Visual Analysis (VA) and the Improvement Rate Difference (IRD) were used to analyze the data. The results of VA and IRD indicated that all participants demonstrated progress between baseline and treatment phases. Overall, the results of the investigation suggest that it is possible for 5th and 6th grade African American students to benefit from instruction that closely analyzes language. Clinical implications and future research directions are discussed.
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Date Issued
2014
Identifier
CFE0005322, ucf:50525
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005322