Susan S. Johnston

Emerging Literacy Views and Practices: Results from a National Survey of Head Start Preschool Teachers.

The authors conducted a national survey of Head Start preschool teachers to assess their views and practices related to emerging literacy. Results indicated that Head Start teachers use a variety of strategies to promote emerging literacy, with a major focus on book knowledge/appreciation and print awareness skills. The teachers indicated that they least frequently used strategies to improve phonological awareness skills. Many of the strategies teachers reported using involved creating opportunities for children to engage in emerging literacy activities and arranging the environment to improve emerging literacy. Overall, Head Start teachers endorsed the idea that emerging literacy skill instruction should occur on a daily basis. The authors also provide implications for the current study as it relates to research and practice.

Using a Single-Switch Voice Output Communication Aid to Increase Social Access for Children with Severe Disabilities in Inclusive Classrooms

Three young children with severe, multiple disabilities were taught to utilize a voice output communication aid (VOCA) to request access to preferred items and/or peers during play activities. Acquisition of VOCA use resulted from a naturalistic intervention strategy that consisted of creating communication opportunities, prompting the participant to engage in the target behavior via a full physical prompt, and facilitating access to natural consequences for appropriate participant responses. Intervention occurred in the context of naturally occurring free-choice activities in inclusive classrooms. Results showed that the intervention strategy was effective in teaching all three participants to use a VOCA to request access to items and/or peers. The peers generally responded to the participants with either positive or neutral responses. Survey data on the acceptability of the intervention to classroom staff are also discussed.

Considering Response Efficiency as a Strategy to Prevent Assistive Technology Abandonment

Often, specialists in the field of Assistive Technology (AT) are presented with the challenge of teaching learners to utilize AT in order to increase, maintain, or improve their capabilities. Despite best efforts, rates of AT abandonment are alarmingly high. Understanding the factors that may influence an individuals choice to utilize AT may assist interventionists in designing and implementing effective interventions that prevent technology abandonment. This paper discusses some variables that may influence an individuals choice to utilize AT. Furthermore, the potential applicability of manipulating these variables to decrease the probability of AT abandonment are discussed.

Teaching Functional Communication Skills Using Augmentative and Alternative Communication in Inclusive Settings.

Three preschool-aged children with disabilities were taught functional communication behaviors using select augmentative and alternative communication (AAC) devices. Acquisition of AAC behaviors resulted from an intervention strategy that included creating communicative opportunities, providing a peer or teacher model of the behavior, prompting the behavior, and providing access to natural consequences for appropriate responses. Interventions occurred in inclusive preschool classrooms. The intervention strategy was effective in teaching functional communication behaviors using AAC for all three participants. Survey data on the acceptability of the intervention to preschool staff, and ecobehavioral data examining the impact of the intervention on child participation and use of symbolic communication are also discussed.

Searching for Effectiveness and Efficiency in Conducting Functional Assessments: A Review and Proposed Process for Teachers and Other Practitioners

There has been a tremendous increase in interest in and information about functional assessment and analysis strategies. However, teachers and other practitioners continue to struggle with choices about the most effective and efficient strategies for use in school and community settings. This article provides a review of current literature on the comparative validity of different assessment and analysis approaches. Based in part on this information, a process that can be followed by persons responsible for conducting assessments and developing and implementing behavior support plans is proposed.

Enhancing outcomes in early literacy for young children with disabilities: Strategies for success

Emerging literacy has been defined as the “reading and writing knowledge and behavior of children who are not yet conventionally literate” (Justice & Kaderavek, 2002, p. 8). This article provides readers with strategies for meeting the emerging literacy needs of young children with disabilities. Ideas for creating a literacy-rich environment as well as ways to adapt literacy-related materials and activities for children with delays/disabilities are presented and discussed.

Initial comparison of the efficiency of a variety of AAC systems for ordering meals in fast food restaurants

This study compared the efficiency and effectiveness of a variety of augmentative and alternative (AAC) devices for ordering meals in fast food restaurants. The duration of the transaction served as the dependent measure of communicative efficiency. The number of requests for clarification produced by the clerk served as a dependent measure of communicative effectiveness. Results showed that each of the devices studied has the potential to provide the user with an effective means of ordering food at a fast food restaurant. Ways to optimize AAC systems and communicative interactions are also discussed.

Teaching the Conditional Use of Communicative Requests to Two School-Age Children With Severe Developmental Disabilities

PURPOSE Two boys with severe developmental disabilities were taught to conditionally use requests to obtain desired snack items. METHOD When items were in the possession of another person (teacher, peer) or proximally distant, learners were taught to emit communicative requests. When items were proximally near, learners engaged in a self-selecting response. RESULTS Results suggest that the conditional discriminations were established quickly. Both learners generalized their conditional discriminations to other contexts within the classroom. CLINICAL IMPLICATIONS This study demonstrates the importance of attending to conditional discriminations when teaching communication requests.

Teaching Sound Letter Correspondence and Consonant-Vowel-Consonant Combinations to Young Children who Use Augmentative and Alternative Communication

The purpose of this study was to provide a preliminary examination of an intervention strategy designed to teach sound-letter correspondence and spelling of consonant-vowel-consonant (CVC) combinations to young children who use Augmentative and Alternative Communication (AAC). A multiple baseline probe design across behaviors was used to assess the effects of the intervention on the percentage of correct responses provided by two participants on the target skills during free-choice play activities in the literacy center of inclusive classrooms. The results of this study provide preliminary support for the use of the intervention strategy within inclusive classrooms.

Designing and Implementing Interventions to Decrease Challenging Behavior

Communication interventionists often encounter children whose ability to learn new skills and interact with others is jeopardized by challenging behaviors. Challenging behaviors may take many forms...