Literacy skills are essential to positive outcomes in education, employment, participation and community living. The purpose of this study was to investigate the effects of app features grounded in the state of the science in visual cognitive processing, literacy instruction, and instructional design (Light et al., 2014), as a component in the bridge from picture-based AAC systems to literacy.
Engaging adolescent learners with ASD & CCN in literacy instruction: Effects of adapted instruction — Presentation
No single intervention will have as dramatic effect on a student’s future as a solid foundation in literacy. It is critical that literacy expectations change for adolescents with ASD & CCN, and that these individuals are provided with quality adapted literacy instruction to maximize their participation and communication in an increasingly text-based society.
Evidence-based intervention & apps to improve literacy outcomes for children with autism who require AAC — Presentation
This ASHA 2016 presentation reviewed evidence-based intervention (including apps) to support the literacy development of children with autism spectrum disorders who have complex communication needs and require AAC.
Designing evidence-based AAC systems for young children to enhance language & communication development — Presentation
This ASHA 2016 session shared results from many research studies to improve the design of AAC apps to increase appeal, reduce learning demands, and support language, literacy, and communication.
Supporting the language development of children wCCN: Just-in-Time programming of AAC apps — Presentation
Children who use AAC apps often do not have the vocabulary that they require within their daily interactions. At this ASHA 2016 presentation, the results of four research studies designed to investigate just-in-time (JIT) programming of vocabulary during interactions suggested directions to better support the language development of children with CCN.
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