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Effects of an Online Module on the I...

Weintraub, Rachel.

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Effects of an Online Module on the Implementation of Letter-Sound Correspondence Instruction for People with Complex Communication Needs by Pre-Service SLPs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of an Online Module on the Implementation of Letter-Sound Correspondence Instruction for People with Complex Communication Needs by Pre-Service SLPs./
Author:	Weintraub, Rachel.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	67 p.
Notes:	Source: Masters Abstracts International, Volume: 82-03.
Contained By:	Masters Abstracts International82-03.
Subject:	Speech therapy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28091372
ISBN:	9798664753585

Effects of an Online Module on the Implementation of Letter-Sound Correspondence Instruction for People with Complex Communication Needs by Pre-Service SLPs.
Weintraub, Rachel.

Effects of an Online Module on the Implementation of Letter-Sound Correspondence Instruction for People with Complex Communication Needs by Pre-Service SLPs. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 67 p.

Source: Masters Abstracts International, Volume: 82-03.

Thesis (M.Sc.)--MGH Institute of Health Professions, 2020.

This item must not be sold to any third party vendors.

The present study evaluated the effects of an online training on the provision of adapted literacy instruction for individuals with complex communication needs (CCN) by pre-service speech-language pathologists (SLP). The training focused on teaching letter-sound correspondence (LSC) using principles of explicit instruction. This study utilized a single-subject multiple-probe design across four dyads to examine the efficacy of the online training module following pre-training, intervention, and post-training. Social validity questionnaires were given to participants pre- and post-intervention to determine the attitudes and perceptions of graduate students around adapted literacy instruction for individuals with CCN who require augmentative and alternative communication (AAC). In addition, social validity interviews with pre-service SLPs and individuals with CCNs' parents were conducted via teleconferencing to determine the perceptions of the online training and effectiveness of the intervention. Results indicate that the online training was effective in increasing pre-service SLPs' knowledge and behaviors related to the provision of LSC instruction. All participants reported that the training was successful, and the students with CCN were also able to acquire 2-3 letter sounds. Parents of the individuals with CCN reported the intervention was helpful for teaching early literacy skills, and was engaging for their children. The development and implementation of online trainings in graduate programs for pre-service professionals is crucial for bridging the research to practice gap. The preliminary evidence from this study acts as a catalyst for providing future SLPs with the strategies, tools, and confidence when providing adapted literacy instruction.

ISBN: 9798664753585Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Augmentative and alternative communication

Effects of an Online Module on the Implementation of Letter-Sound Correspondence Instruction for People with Complex Communication Needs by Pre-Service SLPs.
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520 $a The present study evaluated the effects of an online training on the provision of adapted literacy instruction for individuals with complex communication needs (CCN) by pre-service speech-language pathologists (SLP). The training focused on teaching letter-sound correspondence (LSC) using principles of explicit instruction. This study utilized a single-subject multiple-probe design across four dyads to examine the efficacy of the online training module following pre-training, intervention, and post-training. Social validity questionnaires were given to participants pre- and post-intervention to determine the attitudes and perceptions of graduate students around adapted literacy instruction for individuals with CCN who require augmentative and alternative communication (AAC). In addition, social validity interviews with pre-service SLPs and individuals with CCNs' parents were conducted via teleconferencing to determine the perceptions of the online training and effectiveness of the intervention. Results indicate that the online training was effective in increasing pre-service SLPs' knowledge and behaviors related to the provision of LSC instruction. All participants reported that the training was successful, and the students with CCN were also able to acquire 2-3 letter sounds. Parents of the individuals with CCN reported the intervention was helpful for teaching early literacy skills, and was engaging for their children. The development and implementation of online trainings in graduate programs for pre-service professionals is crucial for bridging the research to practice gap. The preliminary evidence from this study acts as a catalyst for providing future SLPs with the strategies, tools, and confidence when providing adapted literacy instruction.
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