ERIC Number: EJ1089953
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 54
The Effects of Home-Based Literacy Activities on the Communication of Students with Severe Speech and Motor Impairments
Cox, Amy Swartz; Clark, Denise M.; Skoning, Stacey N.; Wegner, Theresa M.; Muwana, Florence C.
Exceptionality Education International, v25 n3 p33-54 2015
This study examined the effects of using sensory, augmentative, and alternative communication (AAC), and supportive communication strategies on the rate and type of communication used by three students with severe speech and motor impairments (SSMI). Using a multiple baseline across behaviour design with sensory and AAC intervention phases, students were paired with a family member during shared reading activities using familiar and unfamiliar storybooks in their homes. All reading activities were video-recorded for analysis. Examination of recorded readings revealed that students demonstrated increases in their overall rates of communication. Further, these students successfully integrated communication devices into the reading process. The results suggest that students with severe disabilities can benefit from these forms of literacy strategies to increase their participation in reading tasks. Implications for research and practice are discussed.
Descriptors: Augmentative and Alternative Communication, Speech Impairments, Physical Disabilities, Video Technology, Communication Skills, Assistive Technology, Severe Disabilities, Literacy, Parent Child Relationship, Interaction, Readiness, Reading Skills, Reading Aloud to Others, Elementary School Students, Middle School Students, Sensory Training
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: firstname.lastname@example.org; Web site: http://ir.lib.uwo.ca/eei/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A