Emergent Literacy Skill Generalization On An iPad® For Students With Developmental Disabilities

Students with developmental disabilities may need extra support to access and generalize content aligned to the general curriculum. This study used a single-case multiple probe across participants design to investigate the effects of systematic instruction and multiple exemplar training on generalization of emergent literacy skills to and comprehension of adapted, grade aligned chapter books delivered through an iPad2® for elementary-aged students with severe disabilities. At the end of this session, participants will be able to: 1) implement systematic instruction and multiple exemplar training with procedural fidelity to teach acquisition of emergent literacy skills on an iPad2®, 2) explain the importance of teaching for generalization of general curriculum academic content based on recommendations by Stokes and Baer (1977), and discuss ways to promote generalization of emergent literacy skills to new content within a story-based lesson format for students with developmental disabilities, 3) promote listening comprehension within general education content for emergent readers, and 4) assess the benefits and challenges of using technology such as the iPad2® to deliver instructional content for students with communication support needs.

Amy Kemp-Inman, Fred Spooner, Leah Wood, Luann Pavlu