Joint Book Reading With Children Who Require AAC: Facilitating Participation
Melissa M Brydon (NSSLHA Member)
Indiana University of Pennsylvania
411 Church Street
Indiana, PA United States 15701
Karen A Fallon (Member)
Indiana University of Pennsylvania
258 Davis Hall
Department of Special Education and Clinical Services
Indiana, PA United States 15705
Abstract
Currently, there are few studies describing the efficacy of AAC interventions designed to promote interactive book reading in children who require AAC. This session discusses the effects of a joint book-reading intervention program on the participation of 2 children who require AAC. The session also offers suggestions for clinical practice and future research directions.Narrative Summary
Introduction
Joint book reading interactions between young children and adults are widely recognized as one of the most important early literacy activities for the promotion of language and literacy development (e.g., Gunn, Simmons, & Kameenui, 1998; Kamhi & Catts, 1999). Joint storybook reading is an extremely valuable tool for facilitating language development in typically-developing young children (e.g., Kamhi & Catts, 1999). The research literature suggests that joint participation in storybook reading provides opportunities for children to learn and use vocabulary (e.g., Kamhi & Catts, 1999), discourse skills (Kirchner, 1991), and a variety of language forms (e.g.,Whitehurst, et al., 1988). The literature also suggests the tremendous value of joint book reading interactions for the promotion of early literacy skills including concepts of book conventions and print awareness (e.g., Kamhi & Catts, 1999). In addition to the strong research base describing the importance of joint book reading interactions for speaking children, researchers in the field of augmentative and alternative communication (AAC) have suggested the importance of interactive story reading for young children with severe communication impairments (e.g., Bedrosian, 1997; Light, Binger, & Kelford Smith, 1994).Joint storybook reading promotes emergent literacy and language skills that are particularly important for young children with severe communication impairments who require augmentative and alternative communication (AAC) (e.g., Light & Kelford Smith, 1993). These reading activities may help prepare children for the use of language and literacy in the classroom as well as vocational settings (e.g., Bedrosian, 1997). Joint storybook reading interactions between young children who require AAC and adults can help young children learn to interpret text, interpret pictures, and predict story outcomes (Light, Binger, & Kelford Smith, 1994). Despite the incredible importance of story reading interactions, the literature suggests that many children with severe communication impairments are given few opportunities to be active participants in storybook reading with their parents (e.g., Light & Kelford Smith, 1993). Results of a study by Light, Binger, and Kelford Smith (1994) suggested that during joint book reading interactions, preschoolers who used AAC were often in passive roles, with adults dominating most verbal interactions, using very few extended pauses to indicate the child’s turn, and asking few questions to get the child involved in the reading. Literature concerning the early book reading experiences of young children with severe communication impairments consistently suggests that limited opportunities for participation in storybook reading may put many children who require AAC at risk for delayed emergent literacy and general language skill development (e.g., Bedrosian, 1997; Light et al., 1994).
There are currently few research studies that document the efficacy of AAC interventions to ensure that they are positively impacting the communication of young children with severe speech impairments (Light, 1999). More specifically, literature in the area of AAC suggests limited data to support the efficacy of storybook reading interventions to increase participation of young children who require AAC in joint book reading activities(Bedrosian, 1999). The literature suggests a need for further research in this area to ensure best practices and direct future clinical interventions (Light, 1999; Bedrosian, 1999). Given the consistent literature base describing the positive impact of joint book reading on language and literacy development of young children, combined with a need for research in the area of AAC and literacy, the goal of the current study is to increase the participation of children with severe communication impairments who require AAC in joint storybook reading interactions. Specifically, the purpose of the present study is to determine the effects of an intervention that uses expectant delay, appropriate questions, and modeling to increase the frequency of initiations and appropriate turn-taking by young children with severe communication impairments.
Research Design
The effects of the AAC storybook intervention will be investigated using a single subject, multiple baseline across subjects research design. The project will be implemented with two participants ranging from ages three to four-years old. Intervention procedures will be adapted from an instructional model outlined by Light and Binger (1998) and include three primary phases: baseline measures; participant training; and maintenance and generalization probes. All intervention procedures will follow an instructional model designed to teach skills to individuals with severe communication impairments (Light & Binger, 1998). Specifically, participant instruction will utilize expectant delay (i.e., waiting patiently for a response while making eye contact with the participant), asking appropriate questions, and modeling. Models will include verbal explanations, as well as aided language stimulation (i.e., modeling expressive communication using the child’s AAC system) (Goosens, 1989). The intervention will utlize high interest, age appropriate books (e.g., Brown Bear, Brown Bear) and consist of one-to-one interactions between participants and the researcher.This poster session will present the results of a study that has utilized empirically-validated instructional procedures (Light & Binger, 1998) to address an important research priority for young children with severe communication impairments (e.g., Bedrosian, 1997). The presentation will include a description of the participant population, materials (i.e., storybooks), a detailed description of the joint book reading intervention program, outcomes of the study, clinical implications and future research directions.
