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Purpose: The purpose of this study was to compare the relative effectiveness of three Sight Word Instructions with Augmentative and Alternative Communication(AAC) for students with severe disabilities. Method: For this, single-subject research targeting a middle school student with severe disability through alternating treatments design(ATD) was used to analyze define the effects on the word recognition. The experiment was conducted follows: preparation and pre-education, baseline, intervention, and the post-intervention baseline. During the intervention, 3 sight word teaching strategies (ie., speech generating device(SGD) based on smart device, picture communication symbol(PCS) card, & multimedia learning) were conducted 10 times each to the target student. In the post-intervention baseline, strategy with SGD based on smart device which has been proved to be most effective was performed. Results: Comparing 3 strategies of sight word Instructions, we concluded that the way of using SGD based on smart device is the most effective one. Conclusion: This results mean that the strategy through SGD based on smart device is the most effective way of sight word Instructions. Therefore, this study discuss about the educational implications and limits of the results.

A Comparison Study of AAC based Strategies of Sight Word Instruction for the Word Recognition Abilities of Students with Severe Disabilities