The purpose of this systematic review was to investigate the effects of instruction on single-word reading of individuals who use aided augmentative and alternative communication (AAC). A systematic search identified nine single-case experimental design studies that involved 24 individuals who used aided AAC. Overall, the evidence indicated that instruction had positive effects on reading at the single-word level for individuals across ages and diagnostic categories (i.e., autism spectrum disorder (ASD), cerebral palsy (CP), Down syndrome, and intellectual disability). The studies revealed that these effects were consistent across a range of participant, intervention, and outcome measure characteristics. Phonological approaches, sight-word approaches, and a combination of these two approaches yielded very large effects. Despite the large effects, the findings must be viewed with caution due to limitations in the number of studies and participants and limitations in the reporting of detailed participant and intervention characteristics across the studies. In order to determine which interventions are most effective for which individuals, future research directions are discussed, including the need for greater specificity in describing participant and intervention characteristics, investigations into how to best measure intervention outcomes without requiring spoken responses, and investigations into longer-term interventions targeting a wider range of reading skills.

Purpose This study investigated the use of a new software feature, namely, dynamic text with speech output, on the acquisition of single-word reading skills by six children with developmental disabilities during shared e-book reading experiences with six typically developing peers. Method A single-subject, multiple-probe design across participants was used to evaluate the effects of the software intervention. Six children with developmental delays were the primary focus for intervention, while six children with typical development participated as peer partners in intervention activities. e-Books were created with the new software feature, in which a child selects a picture from the e-book and the written word is presented dynamically and then spoken out. These e-books were then used in shared reading activities with dyads including a child with a disability and a peer with typical development. Participants engaged in the shared reading activity for an average of 13 sessions over a 6-week time period, an average of 65 min of intervention for each dyad. Results Participants with disabilities acquired an average of 73% of the words to which they were exposed, a gain of 4.3 words above the baseline average of 1.7 correct responses. The average effect size (Tau-U) was .94, evidence of a very large effect. Conclusion The results provide evidence that the use of e-books with the dynamic text and speech output feature during inclusive shared reading activities can be an effective and socially valid method to develop the single-word reading skills of young children with developmental disabilities.

Many young children with autism spectrum disorders (ASDs) experience difficulty in the development of communication skills. Teaching peers to make use of communication support behaviors has been investigated as a strategy to increase communication for young children with ASD in early childhood settings. The purpose of this systematic review was to examine (1) the overall effects of peer support interventions on the communication of young children with ASD and (2) any possible moderating variables related to participant and intervention characteristics. The social support model was used as a framework for the study of intervention components. Eighteen single-case experimental design studies (48 children with ASD) met the inclusion criteria and were advanced to the full coding and analysis phase of the investigation. Descriptive analyses and effect size estimations using the improvement rate difference (IRD) metric were conducted. Overall, peer support interventions were found to be effective across a range of young children with ASD and intervention approaches. Evidence was also identified for the use of the social support model as a framework to guide the development of peer interventions in early childhood settings. The use of friendship groups, the selection of play materials based on the interests of the child with ASD, and the provision of augmentative and alternative communication appeared to be associated with positive communication outcomes.

An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies.

Participation in interactive reading activities can help children with language delays and disorders build important early language and literacy skills. Digital texts (i.e., books presented on tablets and computers) provide new opportunities for learning and supporting communication. Recently, researchers have investigated the use of digital texts that include visual scene displays (VSDs). In this approach, pictures on a tablet are programmed with “hotspots”; when the picture is touched, a word is spoken aloud. In addition, transition to literacy (T2L) features, including dynamic presentation of the text when a hotspot is activated, can be implemented with VSDs. This article provides a review of interactive reading interventions with children with language delays and disorders, and a discussion of the impact of using digital texts. We also describe the results of a pilot study intervention using digital texts including VSDs and T2L features with children with language delays in an inclusive preschool setting.