Teaching adults with intellectual disability to combine symbols in a reading context

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Published: Dec 17, 2017

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María Luisa Gómez Taibo
Universidad de A Coruña
Spain
http://orcid.org/0000-0001-8859-7101
Biography
Marta Varela Rey
Universidad de A Coruña
Spain
Biography
Pilar Vieiro Iglesias
Universidad de A Coruña
Spain
Biography
Teresa García Real
Universidad de A Coruña
Spain
Biography
Vol. Extr., núm. 09 (2017) - XIV CIG-PP, XIV Congreso Psicopedagogía. Área 9: LENGUAJE, COMUNICACIÓN Y SUS ALTERACIONES, pages 01-05
DOI: https://doi.org/10.17979/reipe.2017.0.09.2124
Submitted: Jun 16, 2017 Accepted: Dec 13, 2017 Published: Dec 17, 2017
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Abstract

The aim of this study is teaching adults con intellectual disability to combine symbols to convey semantic relations during shared reading. A single subject, multiple probe design across three different types of semantic relations generated from a matrix and replicated across three adults with moderate to severe intellectual disability was carried out. A prompts hierarchy in order to produce symbol combinations on an augmentative and alternative device was applied. Clear changes in trend and level were observed in the percentage of trained correct graphic-symbol combinations and the generalization of semantic relations to untrained combinations, and post-intervention maintenance of skills.

Keywords:

intellectual disability, graphic symbol combinations, semantic relations, matrix strategy, digitized voice output.

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