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

AbstractThe 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.
Source: Journal of Developmental and Physical Disabilities - Category: Disability Source Type: research

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Source: European Journal of Medical Genetics - Category: Genetics & Stem Cells Authors: Tags: Eur J Med Genet Source Type: research
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Source: Journal of Neurochemistry - Category: Neuroscience Authors: Tags: ORIGINAL ARTICLE Source Type: research
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Source: Brain Stimulation - Category: Neurology Source Type: research
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Source: Der Ophthalmologe - Category: Opthalmology Authors: Tags: Ophthalmologe Source Type: research
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Source: European Child and Adolescent Psychiatry - Category: Psychiatry Source Type: research
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Source: HSJ - Category: UK Health Source Type: news
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Source: EurekAlert! - Social and Behavioral Science - Category: International Medicine & Public Health Source Type: news
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