{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,28]],"date-time":"2026-05-28T16:34:53Z","timestamp":1779986093941,"version":"3.53.1"},"reference-count":57,"publisher":"American Speech Language Hearing Association","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Am J Speech Lang Pathol"],"published-print":{"date-parts":[[2017,5,17]]},"abstract":"<jats:sec><jats:title>Purpose<\/jats:title><jats:p>We explored alphabet supplementation as an augmentative and alternative communication strategy for adults with minimal literacy. Study 1's goal was to teach onset-letter selection with spoken words and assess generalization to untaught words, demonstrating the alphabetic principle. Study 2 incorporated alphabet supplementation within a naming task and then assessed effects on speech intelligibility.<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>Three men with intellectual disabilities (ID) and low speech intelligibility participated. Study 1 used a multiple-probe design, across three 20-word sets, to show that our computer-based training improved onset-letter selection. We also probed generalization to untrained words. Study 2 taught onset-letter selection for 30 new words chosen for functionality. Five listeners transcribed speech samples of the 30 words in 2 conditions: speech only and speech with alphabet supplementation.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Across studies 1 and 2, participants demonstrated onset-letter selection for at least 90 words. Study 1 showed evidence of the alphabetic principle for some but not all word sets. In study 2, participants readily used alphabet supplementation, enabling listeners to understand twice as many words.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>This is the first demonstration of alphabet supplementation in individuals with ID and minimal literacy. The large number of words learned holds promise both for improving communication and providing a foundation for improved literacy.<\/jats:p><\/jats:sec>","DOI":"10.1044\/2016_ajslp-15-0047","type":"journal-article","created":{"date-parts":[[2017,5,5]],"date-time":"2017-05-05T01:30:48Z","timestamp":1493947848000},"page":"397-412","source":"Crossref","is-referenced-by-count":2,"title":["Developing the Alphabetic Principle to Aid Text-Based Augmentative and Alternative Communication Use by Adults With Low Speech Intelligibility and Intellectual Disabilities"],"prefix":"10.1044","volume":"26","author":[{"given":"Anna C.","family":"Schmidt-Naylor","sequence":"first","affiliation":[{"name":"Life Span Institute, University of Kansas, Lawrence"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kathryn J.","family":"Saunders","sequence":"additional","affiliation":[{"name":"Life Span Institute, University of Kansas, Lawrence"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nancy C.","family":"Brady","sequence":"additional","affiliation":[{"name":"Life Span Institute, University of Kansas, Lawrence"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1310","reference":[{"key":"e_1_3_2_2_1","volume-title":"Beginning to read: Thinking and learning about print","author":"Adams M. 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