Upload
meredith-dorsey
View
214
Download
0
Tags:
Embed Size (px)
Citation preview
Family Members Enhance the Literacy and Communication of Teens with Significant Disabilities
Planting the Seeds of Inclusion Conference - 2015Denise Clark
[email protected] Teri Wegner
[email protected] Ann Mickelson
In Collaboration withStacey SkoningFlo Muwana
Overview of Today’s Session• The Broader Mission and Literature• Overview of this Literacy and Communication
Study• Procedures• Participants• Results• Limitations
• Results and Implications • Next Steps: Where do we go from here?
The Mission Continues
“…We are all acutely aware that the ability to read,
spell, and write is the only cluster of skills that enables people with severe communication disorders to say what they want, when they want to…" (Mirenda, 1993, p.7).
Literacy is…• Emergent literacy researchers define
literacy learning as a life-long process, beginning at birth, and supported by natural explorations (Koppenhaver, 2000).
• Literacy includes reading, writing, speaking, and listening.
What We Know from Research• Historically, many students have been
excluded from literacy instruction (Katims, 2000; Kleiwer & Biklen, 2001).
• Others receive limited instruction with limited foci• (e.g., functional skills and/or “sight
words”)
• Traditional views of and approaches to reading and writing have promoted low expectations for this population.
• Exclusion from initial instruction perpetuates exclusion.
ACCESS
Literacy Instruction Benefits
• Young students with severe communication, motor, and cognitive disabilities benefit from emergent literacy intervention (Koppenhaver, 2000).
• Studies confirm benefits of parent-teen storybook reading interactions in fostering increased communication.
• The ability to benefit from emergent literacy
activities depends less on cognitive ability than on “learning opportunity, modeling of possible uses of print and communication symbols,
and access to supportive
texts and technologies” (Koppenhaver, 2000, p. 273).
Historical approach…• The often preferred literacy instruction used by
many special education teachers for individuals
with severe disabilities focuses on life-skills training, such as picture schedules or identifying simple words and phrases frequently occurring in the home and community
(Ruppar, Dymond & Gaffney, 2011) rather than literacy elements.
Beyond Functional Literacy• Though improving the” functional” reading skills of students
with severe communication disabilities is a necessity, other
literacy elements have been incorporated in the instruction of this population with very promising results.
Increased Expectations and Literacy Gains• Research has shown increased gains in reading skills when instruction incorporated literacy elements, such as visual and discussion-based interventions, wh-questions, and rereading texts in addition to oral presentation of texts using adapted, age-appropriate reading materials (Hudson & Browder, 2014; Morgan & Moni, 2008; Shurr & Taber-Doughty, 2012).
Another Aspect to Consider• Westgate & Pesola (2008) reported the
positive effects of using age-appropriate poetry and adapted materials combined with a variety of learning strategies on the reading decoding and reading comprehension of young adults with Down syndrome.
Curricular Materials• When teens with significant disabilities including
those with Down syndrome received literacy instruction in inclusive environments that used general education curricular materials, they displayed higher reading skills than their peers who were solely taught in segregated classrooms (Bochner, Outhred, & Pieterse, 2001).
The Study• Began in the Fall of 2013- data presented here is
part of a larger study.
• Examined the effects of home-based emergent literacy experiences on the communication of teens with severe communication and motor disabilities who ranged in age from 14-16.
• Three reading dyads (Family member and teen)
The Study• Three phases:• Baseline• Intervention 1-Textual/Story Communication Focus• Intervention 2-Literary Elements
• We wanted to know the effects of:• Supportive literacy strategies• Age-appropriate literature• Visual strategies• Guiding questions
Quantity Measures• How often and in what way did teens
communicate during reading?• Rate- number of occurrences per minute• Categories-
• manipulates the book, vocalizations, verbalizations, eyepoints, points/gestures, moves away, manual signs, AAC, and other book/object
Quality Measures• Examined the purposes for teens’ communication
across study phases.• Categories- • responds to adult, comments on book, unrelated
comments, directs reader, points/gestures unrelated to book, physical movement unrelated to adult commands, and nonspecific
Quantity and Quality Measures regarding the Family Member• Categories of responses to teens’ communication:• Adult responds to student communication attempts• Adult asks a question related to the book• Commands related to the book• Commands unrelated to the book
Preliminary Data
• Length of time analysis• General trends in change of behaviors for baseline and
intervention 1 for two of the three participants
• Instructions for dyads:• Read three times per week for 10 minutes
for a duration of two weeks.• Choose books that are typically read to/with
the teen• Video record each session.• Begin each reading session by stating the
time, date, and name of book.
Baseline
Intervention & Training
• Materials• Abridged books based on teens’ interests and
ages• Communication cards with questions used
during and after the reading • (who, what, where, which, and how)
• Instructions• Use abridged books, communication cards, and
questions• Expand and relate to teen’s life• Read three times per week for 10 minutes for a
duration of two weeks• Video record each session
Teen Participant 1• Male, Age 14, Grade 8• Enjoys watching televised sports-hockey, soccer• Diagnosed with autism• Home-schooled ½ day, school ½ day• Functional use of echolalic speech• Reported to have a 75-100 word expressive
vocabulary• Reading Milestones Level 1• Proloquo2go in IEP but did not see used• No literacy goals in his IEP prior to 6th grade.
• Mother agreed to be the reading partner
Teen Participant 2• Male, Age 15, Grade 8• Enjoys soccer, baseball, videogames at K1 level,
and food• Carries large set of books around frequently• Diagnosed with Down Syndrome and autism• Reported to be nonverbal and to use
vocalizations• Communicates with sign language and AAC but
neither used consistently at home• IEP literacy goals: read short sentences,
comprehension of basic questions, spelling words from books he is reading
• Mother agreed to be the reading partner
Teen Participant 3• Female, Age 16, Sophomore in self-contained high school
classroom• Enjoys television-commercials, Sponge Bob and Shrek,
watches crime shows with sister, music, and food• Significant communication, physical, and visual impairments• Nonverbal: Uses eye gaze, vocalizations, and some hand
movements• No literacy goals in her IEP • Assistive Technology needs included in IEP: keyboard,
switches, voice output system, communication pictures/photographs
• A teen-aged sibling agreed to be the reader in this pair
Preliminary Results
• Length of Reading Engagement• Behaviors during Baseline• Behaviors during the Intervention
Reading Dyad 1
1 2 3 4 5 60:00
2:24
4:48
7:12
9:36
12:00
14:24
16:48
19:12
21:36
24:00
Length of Reading Engagement- P-1
BaselineIntervention
Sessions
Tim
e in
Min
utes
Reading Dyad 1
Average reading length
0:00
2:24
4:48
7:12
9:36
12:00
14:24
BaselineIntervention
• Range Baseline:• 5:56 – 14:07
• Range Intervention:• 7:23 – 21:13
Reading Dyad 2
1 2 30:00
6:00
12:00
18:00
24:00
30:00
36:00
42:00
48:00
Length of Reading Engagement – P-2
BaselineIntervention 1
Sessions
Tim
e in
Min
utes
Reading Dyad 2
• Range baseline• 4:45-10:11
• Range intervention• 22:52-40:50
Average reading length0:00
2:24
4:48
7:12
9:36
12:00
14:24
16:48
19:12
21:36
BaselineIntervention
Reading Dyad 3
1 2 3 4 5 60:00
4:48
9:36
14:24
19:12
0:00
4:48
Length of Reading Engagement- P-3
BaselineIntervention
Sessions
Tim
e in
Min
utes
Reading Dyad 3
• Range baseline• 5:06-6:21
• Range intervention• 13:00-23:48
Average Reading Length
0:00
2:24
4:48
7:12
9:36
12:00
14:24
16:48
19:12
Baseline
Intervention
GENERALIZED CODING TRENDS
Next:
Reading Dyad 1-TeenBaseline
• Manipulated book, vocalized, verbalized, pointed/gestured
• Many unrelated comments and point/gestures to environment and not book
• Frequent repeated references to PE teacher, line therapists, hockey
• Directed reader to end session: turned page, closed book, threw book
Intervention • Increase in book manipulation,
pointing/gesturing, verbalizations
• Increase in responses to questions and directing reader
• Used his hooded sweatshirt to play role of a Jawa
• Increase self-initiated comments about story
• Considerably more language than 75-100 words• Usually 1-3 word
utterances, but some longer
Reading Dyad 1- Family MemberBaseline
• Commands for on-task behavior: many
• AAQ: many questions were asked consecutively
• Often answered questions before teen could respond
• Few times related story to teen’s life
Intervention• “He won’t like these books."• Questions presented one at a
time more frequently• Allowed more wait time for
student to respond• Was more animated in
comments and verbal praise• Related story to teen’s life more• Paired physical actions with
vocabulary• Uttered phrases like “your not a
fan on this book are you” with multiple presentations in sequence.
Reading Dyad 2-Teen
Baseline
• Enjoyed the reading sessions-laughed and imitated actions from the book• Used AAC two times• Used few signs
Intervention • Increased use of sign
language to comment on book• Took ownership of one
book• Liked action books such
as sports• Answered and asked
many questions during readings
Reading Dyad 2-Family Member
Baseline
• Basically read the story• Few verbal interactions
such as commenting on story or asking questions
Intervention • Unsure of books• Did not always understand
that teen was signing to her• Did not always understand
what teen was verbalizing• Increased animation• Increased questions• Increased comments about
reading• Increase in relating story
elements to teen’s life
Conclusions from Both Participant Dyads
Teen• Increased
communication attempts using new material• Increased engagement
with material• Responded to most
questions during intervention correctly• Acted out characters or
verbs in stories
Family Member• Increased animation
during readings• Increased questions and
comments• Increased time spent in
reading activities• For P-1, less time getting
teen on-task
Lessons Learned
• Organize literacy cards and questions in a format that families are comfortable with• Check recordings for sound and completion of phase
before introducing next phase• Be more aware of statements about inability to finish a
phase-• “I hope this is okay.” “I’m not sure if this turned out.”
• Provide more opportunities for family members to practice the interventions with us
Lessons Learned continued…
• Recruit participants from schools• Family members’ slight resistance to reading age-
appropriate books• Set up a designated space for readings-indicate space for
camera set up (tape on floor) so that we can see both teen and family member• Technology limitations
Conclusions from the larger study• Persistent lack of recognition of teens’ communication
attempts• Reader stamina• Family members were overwhelmed with literacy questions
and cards.• Participant attrition• Technology
Where do we go from here?
Study the effects of using age-appropriate reading material and supportive literacy activities
on the communicative and literacy skills of young adults with severe communication disabilities
Next…
Our Questions
Does the adult readers’ use of literacy elements and strategies
increase young adults’ with severe communication disabilities
opportunity for active communicative engagement in
reading?
More QuestionsDoes the use of age-appropriate texts increase the young
adult with severe communication disabilities opportunity for active communicative engagement in reading?
Does the use of age-appropriate reading material provide higher levels of satisfaction during reading activities for adult reading partners and young adult with severe communication disabilities?
Comments & Questions??