Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Gender Difference in the Association Between Ex...

volgende artikel Life Satisfaction in Adolescents with Autism Sp...

Tip

Swipe om te navigeren naar een ander artikel

14-11-2018 | Original Paper | Uitgave 3/2019

Digital Books with Dynamic Text and Speech Output: Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 3/2019

Auteurs:: Kelsey Mandak, Janice Light, David McNaughton

» Toegang tot de volledige tekst krijgen

Abstract

Despite the importance of literacy in today’s educational curriculum, learning to read is a challenge for many children with autism spectrum disorder (ASD). One of the foundational skills of early literacy learning is the ability to recognize sight words. This study used a single-subject, multiple-probe, across-participants design, to investigate the effects of a new software feature, dynamic text and speech output, on the acquisition of sight words by three pre-literate preschoolers with ASD during shared digital book reading experiences. All participants demonstrated successful acquisition of the target sight words with minimal exposure to the words. Limitations and future research directions are discussed, including the importance of investigating how the new software feature can be integrated into a more comprehensive literacy curriculum.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.

Boyle, S., McCoy, A., McNaughton, D., & Light, J. (2017). Using digital texts in interactive reading activities for children with language delays and disorders: A review of the research literature and pilot study. Seminars in Speech and Language, 38, 263–275. https://doi.org/10.1055/s-0037-1604274. CrossRefPubMed

Broun, L. T. (2004). Teaching students with autism spectrum disorders to read: A visual approach. Teaching Exceptional Children, 36, 36–40. https://doi.org/10.1177/004005990403600405. CrossRef

Broun, L. T., & Oelwein, P. (2007). Literacy development for students with special learning needs: A strength-based approach. Port Chester: National Professional resources, Inc.

Browder, D. M., & Lalli, J. S. (1991). Review of research on sight word instruction. Research in Developmental Disabilities, 12, 203–228. https://doi.org/10.1016/0891-4222(91)90008-g. CrossRefPubMed

Browder, D. M., & Xin, Y. P. (1998). A meta-analysis and review of sight word research and its implications for teaching functional reading to individuals with moderate and severe disabilities. Journal of Special Education, 32, 130–153. https://doi.org/10.1177/002246699803200301. CrossRef

Burns, M. K. (2007). Comparison of drill ratio and opportunities to respond when rehearsing sight words with a child with mental retardation. School Psychology Quarterly, 22, 250–263. https://doi.org/10.1037/1045-3830.22.2.250. CrossRef

Burns, M. K., & Sterling-Turner, H. E. (2010). Comparison of efficiency measures for academic interventions based on acquisition and maintenance. Psychology in the Schools, 47, 126–134. https://doi.org/10.1002/pits.20458. CrossRef

Carnine, D. W. (1976). Effects of two teacher presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199–206. CrossRefPubMedPubMedCentral

Caron, J., Light, J., Holyfield, C., & McNaughton, D. (2018). Effects of dynamic text in an AAC app on sight word reading for individuals with autism spectrum disorder. Augmentative and Alternative Communication, 34, 143–154. https://doi.org/10.1080/07434618.2018.1457715. CrossRefPubMed

Catts, H. W., Herrera, S., Nielsen, D. C., & Bridges, M. S. (2015). Early prediction of reading comprehension within the Simple View framework. Reading and Writing: An Interdisciplinary Journal, 28, 1407–1425. https://doi.org/10.1007/s11145-015-9576-x. CrossRef

Coo, H., Oullette-Kuntz, H., Lloyd, J. E., Kasmara, L., Holden, J. J., & Lewis, S. (2008). Trends in autism prevalence: Diagnostic substitution revisited. Journal of Autism and Developmental Disabilities, 38, 1036–1046. https://doi.org/10.1007/s10803-007-0478-x. CrossRef

Ferrari, M., & Harris, S. L. (1981). The limits and motivating potential of sensory stimuli as reinforcers for autistic children. Journal of Applied Behavior Analysis, 14, 339–343. https://doi.org/10.1901/jaba.1981.14-339. CrossRefPubMedPubMedCentral

Fossett, B., & Mirenda, P. (2006). Sight word reading in children with developmental disabilities: A comparison of paired associate and picture-to-text matching instruction. Research in Developmental Disabilities, 27, 411–429. https://doi.org/10.1016/j.ridd.2005.05.006. CrossRefPubMed

Gardiner, S. (2001). Ten minutes a day for silent reading. Educational Leadership, 59, 32–35.

Gutierrez-Griep, R. (1984) Student preference of sensory reinforcers. Education and Training of the Mentally Retarded, 19, 108–13. Retrieved from http://www.jstor.org/stable/23877223.

Heimann, M., Nelson, K. E., Tjus, T., & Gillberg, C. (1995). Increasing reading and communication skills in children with autism through an interactive multimedia computer program. Journal of Autism and Developmental Disorders, 25, 459–480. https://doi.org/10.1007/bf02178294. CrossRefPubMed

Holyfield, C., Light, J., McNaughton, D., Caron, J., Drager, K., & Pope, L. (2018). Effect of AAC featuring VSDs with dynamic text and speech output on the single-word reading of adults with intellectual and developmental disabilities and limited speech. Manuscript submitted for publication.

Houston, D., & Torgesen, J. (2004). Teaching students with moderate disabilities to read: Insights from research. Bureau of Instructional Support and Community Services, Florida Department of Education.

Huemer, S. V., & Mann, V. (2009). A comprehensive profile of decoding and comprehension in autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 485–493. https://doi.org/10.1007/s10803-009-0892-3. CrossRefPubMedCentral

Jagaroo, V., & Wilkinson, K. (2008). Further considerations of visual cognitive neuroscience in aided AAC: The potential role of motion perception systems in maximizing design display. Augmentative and Alternative Communication, 24, 29–42. https://doi.org/10.1080/07434610701390673. CrossRefPubMed

Kaderavek, J. N., & Rabidoux, P. (2004). Interactive to independent literacy: A model for designing literacy goals for children with atypical communication. Reading and Writing Quarterly, 20, 237–260. https://doi.org/10.1080/10573560490429050. CrossRef

Kennedy, C. H. (2005). Single-case designs for educational research. Boston: Pearson.

Kluth, P., & Chandler-Olcott, K. (2008). ‘‘A land we can share’’: Teaching literacy to students with autism. Baltimore: Paul H. Brookes Publishing.

Kodak, T., Fisher, W. W., Clements, A., & Bouxsein, K. J. (2011). Effects of computer-assisted instruction on correct responding and procedural integrity during early intensive behavioral intervention. Research in Autism Spectrum Disorders, 5, 640–647. https://doi.org/10.1016/j.rasd.2010.07.011. CrossRef

Koppenhaver, D. A., Evans, D., & Yoder, D. (1991). Childhood reading and writing experiences of literate adults with severe speech and motor impairments. Augmentative and Alternative Communication, 7, 20–33. https://doi.org/10.1080/07434619112331275653. CrossRef

Lang, R., O’Reilly, M. F., Sigafoos, J., Machalicek, W., Rispoli, M., Shogren, K., et al. (2010). Review of teacher involvement in the applied intervention research for children with Autism Spectrum Disorders. Education and Training in Autism and Developmental Disability, 45, 268–283.

Light, J., & McNaughton, D. (2013). Literacy intervention for individuals with complex communication needs. In D. R. Beukelman & P. Mirenda (Eds.), Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th edn., pp. 309–351). Baltimore: Paul H. Brookes Publishing Co.

Light, J., McNaughton, D., Jakobs, T., & Hershberger, D. (2014). Investigating AAC technologies to support the transition from graphic symbols to literacy. RERC on AAC: Rehabilitation Engineering Research Center on Augmentative and Alternative Communication. Retrieved from https://rerc-aac.psu.edu/research/r2-investigating-aac-technologies-to-support-the-transition-from-graphic-symbols-to-literacy/.

Light, J., McNaughton, D., Weyer, M., & Karg, L. (2008). Evidence-based literacy instruction for individuals who require augmentative and alternative communication: A case study of a student with multiple disabilities. Seminars in Speech and Language, 29, 120–132. https://doi.org/10.1055/s-2008-1079126. CrossRefPubMed

Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5, 333–369. https://doi.org/10.1207/s15516709cog0504_2. CrossRef

Martin, B., & Carle, E. (1984). Brown bear, brown bear, what do you see? New York, NY: Henry Holt.

Moore, M., & Calvert, S. (2000). Brief report: Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autism and Developmental Disorders, 30, 359–362. https://doi.org/10.1023/A:1005535602064. CrossRefPubMed

Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36, 911–919. https://doi.org/10.1007/s10803-006-0130-1. CrossRefPubMed

Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42, 284–299. https://doi.org/10.1016/j.beth.2010.08.006. CrossRefPubMed

Rasinski, T. V., & Padak, N. (2008). From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. Boston: Allyn & Bacon.

Ruppar, A. L., Gaffney, J. S., & Dymond, S. K. (2015). Influences on teachers’ decisions about literacy for secondary students with severe disabilities. Exceptional Children, 81, 209–226. CrossRef

Salmon, L. G. (2013). Factors that affect emergent literacy development when engaging with electronic books. Early Childhood Education Journal, 42, 85–92. https://doi.org/10.1007/s10643-013-0589-2. CrossRef

Scheuermann, B., Webber, J., Boutot, A. E., & Goodwin, M. (2003). Problems with personnel preparation in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 197–206. https://doi.org/10.1177/10883576030180030801. CrossRef

Smeets, D. J. H., van Dijken, M. J., & Bus, A. G. (2012). Using electronic storybooks to support word learning in children with severe language impairments. Journal of Learning Disabilities, 47, 435–449. https://doi.org/10.1177/0022219412467069. CrossRefPubMed

Smith, F. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart and Winston.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). ). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Spector, J. E. (2011). Sight word instruction for students with autism: An evaluation of the evidence base. Journal of Autism and Developmental Disorders, 41, 1411–1422. https://doi.org/10.1007/s10803-010-1165-x. CrossRefPubMed

Therrien, M. C. S., & Light, J. (2016). Using the iPad to facilitate interaction between preschool children who use AAC and their peers. Augmentative and Alternative Communication, 32, 163–174. https://doi.org/10.1080/07434618.2016.1205133. CrossRefPubMed

Vacca, J. S. (2007). Autistic children can be taught to read. International Journal of Special Education, 22, 54–61.

Vannest, K. J., & Ninci, J. (2015). Evaluating intervention effects in single-case research designs. Journal of Counseling & Development, 93, 403–411. https://doi.org/10.1002/jcad.12038. CrossRef

Watson, M., Fore, C., I. I. I., & Boon, R. T. (2009). Corrective feedback of oral decoding errors for diverse learners with reading disabilities: The effects of two methods on reading fluency. International Journal of Special Education, 24, 20–31.

Westerveld, M. F., Trembath, D., Shellshear, L., & Paynter, J. (2016). A systematic review of the literature on emergent literacy skills of preschool children with autism spectrum disorder. The Journal of Special Education, 50, 37–48. https://doi.org/10.1177/0022466915613593. CrossRef

Titel: Digital Books with Dynamic Text and Speech Output: Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder
Auteurs:: Kelsey Mandak
Janice Light
David McNaughton
Publicatiedatum: 14-11-2018
DOI: https://doi.org/10.1007/s10803-018-3817-1
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 3/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 3/2019

Inpatient Psychiatric Treatment of Serious Behavioral Problems in Children with Autism Spectrum Disorder (ASD): Specialized Versus General Inpatient Units

Neural Correlates of Reflection on Present and Past Selves in Autism Spectrum Disorder

Brief Report: Autism Knowledge and Stigma in University and Community Samples

Brief Report: Cannabidiol-Rich Cannabis in Children with Autism Spectrum Disorder and Severe Behavioral Problems—A Retrospective Feasibility Study

Anxiety and Interpretation of Ambiguity in Autistic Children, Typical Children and Their Mothers

Social Connectedness and Loneliness Mediate the Association Between Autistic Traits and Internalizing Symptoms Among Young Adults