Evidence-based intervention & apps to improve literacy outcomes for children with autism who require AAC (Light et al)

Table of recommended practicesLight, J., Caron, J., & McNaughton, D. (2016, November).   Evidence-based intervention & apps to improve literacy outcomes for children with autism who require AAC.   Presentation at the American Speech-Language-Hearing Association (ASHA) Conference, Philadelphia, PA. [Handout].

Abstract:  This session will present evidence-based intervention and AAC apps to support the literacy development of children with autism and complex communication needs who require AAC. Research results will be presented to demonstrate the effects of the literacy intervention and apps; videotaped case examples will be used to illustrate outcomes.

Topics include:

  •  the importance of literacy skills for individuals with autism who require AAC;
  • evidence-based literacy instruction including skills targeted, instructional procedures, and adaptations for individuals who have autism spectrum disorders and use AAC; and
  • features of AAC apps that support literacy along a continuum of learning.
graph of performance

“J”, a young man with autism, rapidly learned high-interest vocabulary (in his case, farm equipment – baler, harrow, wrench) when provided with instruction using an AAC app that included the Transition to Literacy (T2L) feature

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