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ERIC Number: EJ787119
Record Type: Journal
Publication Date: 2007
Pages: 11
Abstractor: Author
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1088-3576
Integrated Word Identification and Communication Instruction for Students with Complex Communication Needs: Preliminary Results
Hanser, Gretchen A.; Erickson, Karen A.
Focus on Autism and Other Developmental Disabilities, v22 n4 p268-278 2007
The current study investigated the effectiveness of an integrated word identification and communication intervention for children with complex communication needs. Using a nonconcurrent, multiple baseline design, the study involved three participants who completed 75 lessons across 4 to 6 weeks of instruction. All three participants improved their skills of word identification, developmental spelling, icon sequencing, and expressive communication. Generalization was documented through increases in the frequency of communication using icon sequencing and spelling outside of the instructional program. Implications for the development of integrated word study programs that combine systematic, sequential phonics instruction with instruction in the use of augmentative communication are discussed, along with directions for future research. (Contains 3 figures and 4 tables.)
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A