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INTRODUCTION

JessicaG.Caron,Ph.D.,DavidMcNaughton,Ph.D.,MeghanO’Brien,M.S.,NoraEskin,M.S.,EmilyCurtin,B.S.,LeahBrush,B.S.,&LauraBitner,B.S.PennsylvaniaStateUniversity

AAC&AdaptedLiteracyInstruction:ClosingtheResearch-to-PracticeGapThroughOnlineTrainingofPre-serviceSLPs

AAC@PennStatehttp://aac.psu.edu

DISCUSSION&FUTURERESEARCHSLPsreporttheneedfortraininginordertoeffectivelyimplementadaptedliteracyinstruction.Thistrainingcanstartatthepre-servicelevel.Onlinetrainings,useseffectiveandevidence-basedstrategies,canpositivelychangebehaviors,leadingtowardsmoreoptimalimplementationofinterventions,aswellascontributingtowardsclosingtheresearch-to-practicegap.Althoughadditionalanalysisattheindividuallevel,aswellasskilllevelisneeded,preliminaryresultsindicatethatthemajorityoferrorsoccurredduringtheguidedpracticeportionoflessonimplementation.

• Nosingleinterventionwillhaveasdramaticeffectsonastudent’sfutureasasolidfoundationinliteracy(Heller,Fredrick,Tumlin,&Brineman,2002).

• Currently,90%ofindividualswithCCNenteradulthoodwithoutacquiringfunctionalliteracyskills(Foley&Wolter,2010).Accesstoadaptedliteracyinstructioncanpotentiallybreakthecycleoflimitedoutcomes,expandcommunicationoptions,andsupportfullerparticipationinanincreasinglytext-basedsociety(Caronetal.,2016). • Group1 averaged4.9correctpriortotraining(Time1)and51.7afterthe

training(Time2);Gainof+46.80aftertheonlinetraining• Group2 averaged4.8and5.80correctpriortotraining(Time1and2

respectively).AfterthetrainingGroup2averaged58.7correct,foragainfor+52.90(Time2toTime3).

• NostatisticallysignificantdifferencewasobservedbetweenthetwogroupsatTime1,indicatingthatthegroups’initialbehaviorwassimilar,t(18)=.07,p=0.944.

• Group1hadstatisticallysignificantgreatergainsfromTime1toTime2,comparedtothegainsmadebyGroup2,suggestingthatthetrainingwaseffectiveinincreasingGroup1’sprovisionofadaptedLSCinstructionwithsimulatedstudentswithCCN.

• Allparticipantsdemonstratedanincreaseinbehaviorsrequiredtoimplementanevidence-basedprotocol,yetvariationacrossparticipants,withineachgroupwasobserved.

RESULTS

AIM• Effectivelytranslatingthecurrentpositivefindingsofadaptedliteracy

instructionwithresearchers,toSLPs,couldpotentiallyincreasequalityliteracyopportunitiesandaccesstoadaptedinstruction,aswellaschangeoutcomesforindividualswithCCN.

• 1.Theprojectaimedtodevelopandevaluateanonlinetrainingtoteachpre-serviceSLPstheprovisionofadaptedletter-soundcorrespondence(LSC)instructionallesson.

• 2.Theprojectaimedtousefindingstocontinuetorefineanddevelopfuturein-servicesandon-linetrainingmodulesforcommonservicesproviders(e.g.,SLPs,teachers)– movingtowardstranslationoftheprovisionofevidence-basedadaptedliteracyinstructionawayfromresearchers.

METHOD

ACKNOWLEDGEMENTS/DISCLOSURESTATEMENT

• http://aac.psu.edu• http://aacliteracy.psu.edu/• https://rerc-aac.psu.edu/isaac-2016/

OTHERRESOURCES

Thankstoallthestudentsthattooktimetoparticipate!ThisprojectwasfundedbyPennStateSocialScienceResearchInstitute

Theauthorshavenootherfinancial/non-financialdisclosures.

• SLPshavespecializedknowledgethatcanbeusedtoprovidethehelpandadaptationsforstudentswithCCNinordertobuildvitallanguage,communicationandliteracyskillsandsupportthemaximizationofliteracyandcommunicationoutcomes.

• MostSLPsreceivelimitedornopre-servicetraininginAAC,aswellasliteracyrelatedtoAAC.

• Design:

• Participants:• 20preserviceSLPs• AllstudentswereenrolledinanundergraduateAACcourseatthetimeofthestudy• Nostudentshadexperiencerelatedtotheprovisionofadaptedinstruction• 5studentshadworkedwithanindividualwhouseAAC(e.g.,personalcareassistant,camp)

• Materials:• (a)ALLLSCProtocol:Theprotocol,developedbyLightandMcNaughton(2009),outlinesexplicitinstruction proceduresusinganintroduction,model,

guidedpractice,independentpracticeformat;• (b)onlinetraining:Itincorporatesresearchinpartnertraining(e.g.,Ellisetal.,1991),literacyinstruction(e.g.,Light&McNaughton,2013),and

principlesofe-Learning(e.g.,Clark,2014)inordertoassistcommonserviceprovidersinacquiringthestepstoimplementanevidence-basedLSCProtocol;and

• (c)low-techmaterials:Lettercardswillbecreated,adaptedfromthematerialsdevelopedbyLightandMcNaughton(2009),includinga2x2-inlaminatedcardspertargetedlettersound.

• Procedures&DataCollection:• Simulatedroleplays;Allroleplayswerevideo-taped• FollowingfirstroleplayforGroup1(i.e.,Time1)andthesecondroleplayforGroup2,eachpre-serviceSLP

wasgiveninstructionstoaccesstheonlinetrainingsite.• Aftercompletionoftheinteraction,therecordingswerelabeledwithacodeanduploadedtoadigital

storagesystemforcoding.

• Measures&Analysis:• DependentVariable

• LSCScoringRubric:measuredtheparticipants’useofthecomponentskillsineachstrategystep,ascoringrubricwasusedwhichwasadaptedfrompastresearchinvestigatingtheuseoftheALLLSCProtocol

• CodingProcedures:Graduatestudentswererecruitedtocompletethecoding• Analysis

• Independentt-tests&Pairedt-tests

Futureresearchshouldinvestigatethemosteffectivemodes(e.g.,inperson,online)oftraining,aswellastrainingcomponents(e.g.,instructionalmethods,targets,andintensity).Futureresearchshouldmovebeyondsimulatedrole-plays,toimplementationwithindividualswithCCN,bybothpreandin-serviceSLPs.

“As a new graduate, I didn't fee l well prepared…I remember taking several courses on literacy,

but they never t ied AAC or students w ith CCN into any of the le ssons.”

(Part icipant 3, Caron e t al., 2018)