Reading Instruction for Learners with Intellectual Developmental Disabilities and Complex Communication Needs

Communication incorporates the transfer of information and knowledge amongst individuals. Communication takes many different forms including but not limited to printed text, images, and verbal communication. Literacy instruction strengthens and develops communication skills by developing foundational skills necessary for reading. Individuals with intellectual and developmental disabilities (IDD) process information and instruction differently than their neurotypical counterparts and have less access to phonics reading intervention. Mainstream phonics instruction and curriculum do not incorporate adaptations or evidence-based practices for individuals with IDD. Many individuals with IDD also have complex communication needs and use multimodal and augmentative methods of communication. Assistive technology devices and strategies allow learners with complex communication needs to access instruction and provide means for communication. The following research study uses a match-to-sample procedure to develop letter–sound correspondence using single-output recordable buttons. Participants increased correct responding following intervention and demonstrated initial generalization when auditorily matching letter sounds to the matching letter presented in the augmentative and alternative communication device.