Peer-Reviewed Journal Details
Mandatory Fields
O'Brien, M,Mc Tiernan, A,Holloway, J
2018
April
Journal Of Developmental And Physical Disabilities
Teaching Phonics to Preschool Children with Autism Using Frequency-Building and Computer-Assisted Instruction
Published
Optional Fields
Fluency-based instruction Computer-assisted instruction Phonics Autism SPECTRUM DISORDERS READING FLUENCY WORD RECOGNITION COMPREHENSION STUDENTS SKILLS INTERVENTIONS INDIVIDUALS BEHAVIOR READERS
30
215
237
The current study investigated the effects of a computer-assisted frequency-building intervention to increase fluency with letter-sound correspondences. A multiple probe design across stimulus sets was employed with four children with Autism Spectrum Disorder (ASD) to evaluate the outcomes of intervention. Pre-intervention measures of language ability, repetitive, and on-task behavior were recorded in order to assess how such participant characteristics may impact intervention effects. Increases in the rate of correct letter-sound correspondences were found for all participants. Measures of outcomes associated with fluency; namely, maintenance, endurance, stability, application, and generativity were also recorded. Participants demonstrated the ability to maintain high rates of correct responding for all fluency outcomes at post-testing, with the exception of generativity.
10.1007/s10882-017-9581-x
Grant Details
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