Date of Award

8-2023

Degree Type

Creative Project

Degree Name

Master of Education (MEd)

Department

Special Education and Rehabilitation Counseling

Committee Chair(s)

Kaitlin Bundock (Committee Chair) Wilhelmina van Dijk (Commitee Co-Chair)

Committee

Kaitlin Bundock

Committee

Wilhelmina van Dijk

Committee

Kimberly Snow

Committee

Nicole Pyle

Abstract

Previous research indicates that frequent and active participation of all students (including diverse student groups) improves student outcomes, as does using a variety of methods to respond during classroom instruction. Current research is limited in examining two key areas: 1) Increasing active participation of AAC users by encouraging engagement through frequent response opportunities during instruction and 2) Utilizing a variety of response methods to enable participation during instruction. Given the gaps that exist in the research, the purpose of this study is to examine whether incorporating a variety of opportunities to respond has an impact on AAC user’s engagement and active participation during literacy instruction. This study followed an ABAB single-case design and examined the relationship between incorporating a variety of opportunities to respond and AAC users’ engagement and active participation during literacy instruction. Results indicate that students who use AAC can use a variety of methods to respond to various question types and that having specified methods of response may have decreased instances of participants providing no response or partial responses. Results on whether having a variety of methods to respond to varying question types were mixed, but indicate there may have been slight increases in the number of complete responses given by some students.

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