Implementing a Transition-to-Literacy Decoding Feature via Telepractice to Support Single-Word Reading by a Young Boy With Down Syndrome: A Case Study

Purpose: Literacy skills are essential for full inclusion in society, particularly for individuals with Down syndrome who have limited intelligible speech, as literacy provides an additional modality for accessing receptive and expressive language. Telepractice provides convenient access to services in the natural context that might otherwise be inaccessible for many individuals. The current case study explored the effect of a telepractice intervention with home practice that consisted of an augmentative and alternative communication (AAC) transition-to-literacy (T2L) decoding feature, designed to support single-word reading.

Method: This clinical focus article presents a case study of a young boy, Henry (pseudonym), with a diagnosis of Down syndrome, limited functional speech, and limited literacy skills. Henry was provided with a 12-week intervention that consisted of the introduction of an AAC technology decoding feature that modeled single-word decoding. He participated remotely at home, with support from his mother. Data were collected on Henry's accuracy of (a) single-word reading and (b) generalization to single-word spelling.

Results: Henry demonstrated increased single-word reading skills, particularly for words presented with the T2L decoding feature, but minimal generalization to spelling was observed.

Conclusions: The findings indicated that an AAC technology T2L decoding feature that offered models of single-word decoding may be beneficial for supporting early literacy skills in young children with Down syndrome. Furthermore, telepractice with additional home engagement with the intervention appears to be a viable option for the delivery of literacy intervention. Implications for clinical practice and directions for future research are discussed.