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.
Improving Literacy Outcomes for Individuals with Complex Communication Needs
Literacy skills are tremendously important in today’s society; they provide a means to enhance education, improve employment opportunities, develop social relationships, access the Internet, foster personal expression, and provide enjoyable leisure activities. Literacy skills are even more important for individuals who have complex communication needs and have limited speech. Being able to read and write allow individuals who require AAC a means to communicate anything they want. Unfortunately most of literacy curricula require students to provide oral responses; these programs are not appropriate for individuals with autism spectrum disorders, cerebral palsy, Down syndrome, and other special needs who have limited speech. There is an urgent need to develop effective, research-based interventions to teach literacy skills to individuals with complex communication needs.
At Penn State, we have been investigating ways to effectively teach literacy skills to individuals with complex communication needs.
There is on-going, long-term work regarding literacy intervention based on the recommendations of the National Reading Panel. Accordingly, it targets a wide range of skills including phonological awareness, letter sound correspondences, decoding, sight word recognition, shared reading, and reading comprehension skills as well as spelling and writing skills. The intervention applies principles of effective instruction and provides numerous opportunities for students to practice skills within meaningful literacy activities that have been individualized to be accessible for the learner’s means of understanding and expressing him or herself. To date, children with autism spectrum disorders, cerebral palsy, Down syndrome, developmental apraxia and multiple disabilities have benefited tremendously from the literacy intervention, including children ages 3-16 years of age. There are multiple free web resources available which provide comprehensive overviews of this approach.
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.
Improving Literacy Outcomes for Students with Complex Communication Needs — Presentation
This presentation at the 2012 PDE Annual Conference will consider the literacy skills that should be taught, instructional procedures to teach these skills, and adaptations to meet the needs of individuals with limited or no speech.