2018 TASH Conference has ended
Each year, the TASH Conference brings together a diverse community of stakeholders who gain information, learn about resources, and connect with others across the country to strengthen the disability field. This year’s conference theme, “Be Creative - Innovative Solutions for an Inclusive Life,” reminds us to think outside the box during times of uncertainty. Creativity, innovation, and determination can pave the way for meaningful and inclusive lives for people with disabilities.

Friday, November 30 • 1:10pm - 2:00pm
Embedding Manual Language into Literacy Instruction for Students with Autism Seating Available

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Limited Capacity seats available

Research indicates that American Sign Language (ASL) can promote language outcomes in students with autism and developmental disabilities (Bonvillian & Nelson, 1976; Toth, 2009). ASL has been found to promote language output when combined with verbal prompts delivered in English (Pattison & Robertson, 2016). This evidence combined with evidence suggesting decreased auditory processing by individuals with autism set the foundation for the current study, which investigated using combinations of English speech and ASL to deliver literacy lessons to four middle school students with autism. The study used combinations of ASL and English as instructional methods during shared reading of an adapted text to deliver target vocabulary words in the following ways: (1) no ASL, (2) simultaneous communication (sign/speak simultaneously), (3) sandwiching (sign-speech-sign), and (4) ASL only. Comprehension questions then assessed participants' understanding of vocabulary words, thus measuring comprehension of the text using the different instructional methods. Using the concepts of evidence-based practices for autism, especially visual supports, as well as the framework for Universal Design for Learning (UDL) by using an alternate form of representation, this study has the potential to identify more beneficial instructional methods for learners with autism (Coyne, Evans & Karger, 2017; Odom, Brown, Frey, Karasu, Smith-Center, & Strain, 2003). American Sign Language has been identified as a true language, and thus has the potential to be embedded as a visuospatial language support across content areas and in inclusive settings including academic, vocational, adaptive, behavioral, and communicative instruction (Harrington, 2015). Findings regarding participant expression of comprehension, learner and educator preference regarding different communicative modalities, and implications for practice and future research are discussed.

avatar for Josephine Stump

Josephine Stump

Special Educator, Seattle Public Schools
I’m especially interested in curriculum and material development for individuals with severe disabilities.

Friday November 30, 2018 1:10pm - 2:00pm
Meadowlark - Third Floor 1401 SW Naito Parkway, Portland, OR 97201

Attendees (8)