Teaching Phonics to Preschool Children with Autism Using Frequency-Building and Computer-Assisted Instruction

Michelle O’Brien, Aoife McTiernan, Jennifer Holloway

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Abstract

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.

Original languageEnglish
Pages (from-to)215-237
JournalJournal of Developmental and Physical Disabilities
Volume30
Issue number2
DOIs
Publication statusPublished - 1 Apr 2018

Keywords

  • Autism
  • Computer-assisted instruction
  • Fluency-based instruction
  • Phonics

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