Peer-Reviewed Journal Details
Mandatory Fields
Nopprapun, M,Holloway, J
2014
July
Research In Autism Spectrum Disorders
A comparison of fluency training and discrete trial instruction to teach letter sounds to children with ASD: Acquisition and learning outcomes
Published
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Fluency training (FT) Discrete trial instruction (DTI) Autism Phonics instruction AUTISM SPECTRUM DISORDERS BEHAVIORAL FLUENCY OSHIELDS 2004 LITERACY INTERVENTIONS INDIVIDUALS KNOWLEDGE STUDENTS DOUGHTY CHASE
8
788
802
The study investigated the efficacy of fluency training (FT) and discrete trial instruction (DTI) to teach phonic reading to individuals with Autism Spectrum Disorder (ASD), with particular emphasis on the acquisition of correct letter-sound correspondence and the learning outcomes of behavioural fluency instruction. An alternating-treatment design was employed to compare the treatment effects of FT versus DTI for the acquisition, retention, stability, endurance, and application of phonics in four children with ASD. The results showed that for two participants, FT was more efficient for the acquisition of correct letter-sound correspondence. For the remaining two participants, DTI resulted in more rapid acquisition. For all four participants, FT produced better results during post-test retention, endurance, stability, and application checks. The implications of these findings are discussed in relation to reading instruction, as well as the use of rate-building procedures with individuals with ASD. (c) 2014 Elsevier Ltd. All rights reserved.
10.1016/j.rasd.2014.03.015
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