Individuals with intellectual and developmental disabilities (IDD) often present with limited literacy achievement
which results in an absence of opportunities to foster written language development (Moni et al., 2011).
However, when young adults with IDD are provided opportunities to broaden their literacy education even after
high school, they continue to develop and improve their written and spoken language skills, which is
associated with improved vocational and independent living options (Erickson 2006; Hua et al., 2019). To date,
few studies have examined effective communication interventions for the often underrepresented population of
young adults with IDD. The objective of the proposed study is to examine the feasibility, acceptability, and
initial effectiveness of a functional written language intervention embedded in naturally occurring daily activities
(e.g., text messages, emails) for young adults with IDD. The central hypothesis is: (a) that explicit written
language intervention for functional texts (WLIFT) will result in greater use of reading comprehension
strategies before, during, and after reading and (b) that use of reading comprehension strategies will be
associated with improvements in written and spoken language outcomes. The specific aims include (1)
examining the effects of WLIFT intervention on use of reading comprehension strategies in functional texts by
young adults with IDD, 2) examining the effects of the intervention on distal written language outcomes, and
(3) examining the effects of the intervention on distal spoken language outcomes. The proposed study will
enroll 40 young adults with IDD. Individuals in both groups will be assessed: (a) at the start of the study, (b) at
the conclusion of intervention, and (c) six months following the conclusion of intervention. Individuals with IDD
in the WLIFT group will receive 3-months of intervention that: (a) utilizes functional texts—activities of daily
living that involve written language (e.g., text messages), (b) is specifically designed based on the phenotype
of commonly occurring IDDs and is delivered at a critical time as young adults transition to independence, (c)
involves teaching and assessing comprehension strategies implemented before, during, and after reading that
have been previously shown to be associated with stronger written and spoken language skills in struggling
readers, and (d) is implemented via telepractice to promote service delivery in meaningful contexts for the
individual with IDD. The proposed research is significant because it is expected to apply, adapt, and evaluate
written language strategies found to be effective in other populations of struggling readers, thereby advancing
the field of language development in individuals with IDD, where there is a striking paucity of communication
intervention research. This initial pilot study will demonstrate the feasibility, acceptability, and initial effects
necessary to support a full-scale clinical trial in a future R01 application.
