Integrating an Augmentative and Alternative Communication (AAC) Literacy Feature Into Shared Storybook Reading for Autistic Children Who Need or Rely on AAC

PURPOSE: This study explored the impact of integrating an augmentative and alternative communication (AAC) literacy feature (Transition to Literacy [T2L] initial-letter sound feature), adapted to target letter-sound correspondence, within a grid-based AAC topic display on the accuracy of letter-sound correspondence identification by children with autism or autism-like characteristics who need or rely on AAC. METHOD: The study used a multiple-baseline-across-participants single-case experimental design with six participants ages 5-10 years, who had limited or no letter-sound correspondence knowledge (two or fewer letter sounds). RESULTS: All participants demonstrated increased accuracy in identifying target letter sounds from baseline to intervention, although with variability within and across participants. All participants generalized gains from identifying individual letter sounds to identifying initial-letter sounds in written consonant-vowel-consonant words. CONCLUSIONS: Results suggest that interacting with the adapted T2L initial-letter sound feature can support increased letter-sound correspondence knowledge. This feature can be integrated with high-tech AAC systems and may serve as a quick and easy way to provide additional models of formative literacy skills (such as letter-sound correspondence), supplemental to systematic explicit instruction.