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Integrated Word Identification and Communication Instruction for Students With Complex Communication Needs

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TitleIntegrated Word Identification and Communication Instruction for Students With Complex Communication Needs
Publication TypeJournal Article
AbstractThe 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.
AuthorsHanser, G. A., and Erickson K. A.
Year of Publication2007
PublicationFocus on Autism and other Developmental Disabilities
Volume22
Issue4
Pages268-278
ISSN1088-3576 (print); 1538-4829 (online)
Publisher DOIhttp://foa.sagepub.com/content/22/4/268
Keywords (MeSH)child, communication, communication disorders, literacy
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