RESEARCH POSTER PRESENTATION DESIGN © 2015
www.PosterPresentations.com
Q U I C K S TA R T ( c o n t . )
How to change the template color themeYou can easily change the color theme of your poster by going to the DESIGN menu, click on COLORS, and choose the color theme of your choice. You can also create your own color theme.
You can also manually change the color of your background by going to VIEW > SLIDE MASTER. After you finish working on the master be sure to go to VIEW > NORMAL to continue working on your poster.
How to add TextThe template comes with a number of pre-formatted placeholders for headers and text blocks. You can add more blocks by copying and pasting the existing ones or by adding a text box from the HOME menu.
Text sizeAdjust the size of your text based on how much content you have to present. The default template text offers a good starting point. Follow the conference requirements.
How to add TablesTo add a table from scratch go to the INSERT menu and click on TABLE. A drop-down box will help you select rows and columns.
You can also copy and a paste a table from Word or another PowerPoint document. A pasted table may need to be re-formatted by RIGHT-CLICK > FORMAT SHAPE, TEXT BOX, Margins.
Graphs / ChartsYou can simply copy and paste charts and graphs from Excel or Word. Some reformatting may be required depending on how the original document has been created.
How to change the column configurationRIGHT-CLICK on the poster background and select LAYOUT to see the column options available for this template. The poster columns can also be customized on the Master. VIEW > MASTER.
How to remove the info barsIf you are working in PowerPoint for Windows and have finished your poster, save as PDF and the bars will not be included. You can also delete them by going to VIEW > MASTER. On the Mac adjust the Page-Setup to match the Page-Setup in PowerPoint before you create a PDF. You can also delete them from the Slide Master.
Save your workSave your template as a PowerPoint document. For printing, save as PowerPoint or “Print-quality” PDF.
Student discounts are available on our Facebook page.Go to PosterPresentations.com and click on the FB icon.
©2015PosterPresentations.com2117FourthStreet,[email protected]
INTRODUCTION
JessicaG.Caron,Ph.D.,DavidMcNaughton,Ph.D.,MeghanO’Brien,M.S.,NoraEskin,M.S.,EmilyCurtin,B.S.,LeahBrush,B.S.,&LauraBitner,B.S.PennsylvaniaStateUniversity
AAC&AdaptedLiteracyInstruction:ClosingtheResearch-to-PracticeGapThroughOnlineTrainingofPre-serviceSLPs
AAC@PennStatehttp://aac.psu.edu
DISCUSSION&FUTURERESEARCHSLPsreporttheneedfortraininginordertoeffectivelyimplementadaptedliteracyinstruction.Thistrainingcanstartatthepre-servicelevel.Onlinetrainings,useseffectiveandevidence-basedstrategies,canpositivelychangebehaviors,leadingtowardsmoreoptimalimplementationofinterventions,aswellascontributingtowardsclosingtheresearch-to-practicegap.Althoughadditionalanalysisattheindividuallevel,aswellasskilllevelisneeded,preliminaryresultsindicatethatthemajorityoferrorsoccurredduringtheguidedpracticeportionoflessonimplementation.
• Nosingleinterventionwillhaveasdramaticeffectsonastudent’sfutureasasolidfoundationinliteracy(Heller,Fredrick,Tumlin,&Brineman,2002).
• Currently,90%ofindividualswithCCNenteradulthoodwithoutacquiringfunctionalliteracyskills(Foley&Wolter,2010).Accesstoadaptedliteracyinstructioncanpotentiallybreakthecycleoflimitedoutcomes,expandcommunicationoptions,andsupportfullerparticipationinanincreasinglytext-basedsociety(Caronetal.,2016). • Group1 averaged4.9correctpriortotraining(Time1)and51.7afterthe
training(Time2);Gainof+46.80aftertheonlinetraining• Group2 averaged4.8and5.80correctpriortotraining(Time1and2
respectively).AfterthetrainingGroup2averaged58.7correct,foragainfor+52.90(Time2toTime3).
• NostatisticallysignificantdifferencewasobservedbetweenthetwogroupsatTime1,indicatingthatthegroups’initialbehaviorwassimilar,t(18)=.07,p=0.944.
• Group1hadstatisticallysignificantgreatergainsfromTime1toTime2,comparedtothegainsmadebyGroup2,suggestingthatthetrainingwaseffectiveinincreasingGroup1’sprovisionofadaptedLSCinstructionwithsimulatedstudentswithCCN.
• Allparticipantsdemonstratedanincreaseinbehaviorsrequiredtoimplementanevidence-basedprotocol,yetvariationacrossparticipants,withineachgroupwasobserved.
RESULTS
AIM• Effectivelytranslatingthecurrentpositivefindingsofadaptedliteracy
instructionwithresearchers,toSLPs,couldpotentiallyincreasequalityliteracyopportunitiesandaccesstoadaptedinstruction,aswellaschangeoutcomesforindividualswithCCN.
• 1.Theprojectaimedtodevelopandevaluateanonlinetrainingtoteachpre-serviceSLPstheprovisionofadaptedletter-soundcorrespondence(LSC)instructionallesson.
• 2.Theprojectaimedtousefindingstocontinuetorefineanddevelopfuturein-servicesandon-linetrainingmodulesforcommonservicesproviders(e.g.,SLPs,teachers)– movingtowardstranslationoftheprovisionofevidence-basedadaptedliteracyinstructionawayfromresearchers.
METHOD
ACKNOWLEDGEMENTS/DISCLOSURESTATEMENT
• http://aac.psu.edu• http://aacliteracy.psu.edu/• https://rerc-aac.psu.edu/isaac-2016/
OTHERRESOURCES
Thankstoallthestudentsthattooktimetoparticipate!ThisprojectwasfundedbyPennStateSocialScienceResearchInstitute
Theauthorshavenootherfinancial/non-financialdisclosures.
• SLPshavespecializedknowledgethatcanbeusedtoprovidethehelpandadaptationsforstudentswithCCNinordertobuildvitallanguage,communicationandliteracyskillsandsupportthemaximizationofliteracyandcommunicationoutcomes.
• MostSLPsreceivelimitedornopre-servicetraininginAAC,aswellasliteracyrelatedtoAAC.
• Design:
• Participants:• 20preserviceSLPs• AllstudentswereenrolledinanundergraduateAACcourseatthetimeofthestudy• Nostudentshadexperiencerelatedtotheprovisionofadaptedinstruction• 5studentshadworkedwithanindividualwhouseAAC(e.g.,personalcareassistant,camp)
• Materials:• (a)ALLLSCProtocol:Theprotocol,developedbyLightandMcNaughton(2009),outlinesexplicitinstruction proceduresusinganintroduction,model,
guidedpractice,independentpracticeformat;• (b)onlinetraining:Itincorporatesresearchinpartnertraining(e.g.,Ellisetal.,1991),literacyinstruction(e.g.,Light&McNaughton,2013),and
principlesofe-Learning(e.g.,Clark,2014)inordertoassistcommonserviceprovidersinacquiringthestepstoimplementanevidence-basedLSCProtocol;and
• (c)low-techmaterials:Lettercardswillbecreated,adaptedfromthematerialsdevelopedbyLightandMcNaughton(2009),includinga2x2-inlaminatedcardspertargetedlettersound.
• Procedures&DataCollection:• Simulatedroleplays;Allroleplayswerevideo-taped• FollowingfirstroleplayforGroup1(i.e.,Time1)andthesecondroleplayforGroup2,eachpre-serviceSLP
wasgiveninstructionstoaccesstheonlinetrainingsite.• Aftercompletionoftheinteraction,therecordingswerelabeledwithacodeanduploadedtoadigital
storagesystemforcoding.
• Measures&Analysis:• DependentVariable
• LSCScoringRubric:measuredtheparticipants’useofthecomponentskillsineachstrategystep,ascoringrubricwasusedwhichwasadaptedfrompastresearchinvestigatingtheuseoftheALLLSCProtocol
• CodingProcedures:Graduatestudentswererecruitedtocompletethecoding• Analysis
• Independentt-tests&Pairedt-tests
Futureresearchshouldinvestigatethemosteffectivemodes(e.g.,inperson,online)oftraining,aswellastrainingcomponents(e.g.,instructionalmethods,targets,andintensity).Futureresearchshouldmovebeyondsimulatedrole-plays,toimplementationwithindividualswithCCN,bybothpreandin-serviceSLPs.
“As a new graduate, I didn't fee l well prepared…I remember taking several courses on literacy,
but they never t ied AAC or students w ith CCN into any of the le ssons.”
(Part icipant 3, Caron e t al., 2018)
