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01-01-2009 | Original Paper | Uitgave 1/2009

Journal of Autism and Developmental Disorders 1/2009

The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials

Tijdschrift:
Journal of Autism and Developmental Disorders > Uitgave 1/2009
Auteurs:
Jennifer B. Ganz, Margaret M. Flores
Belangrijke opmerkingen
The authors sincerely thank Pat Harwerth, director and teacher, and Brooksie Key, teacher, for allowing us unlimited access to their students, and the students who participated in this study and their parents. Materials for this project were provided by the College of Education and Human Development at the University of Texas at San Antonio.

Abstract

Students with autism spectrum disorders (ASD) frequently demonstrate language delays (American Psychiatric Association 2000). This study investigated the effects of a Direct Instruction (DI) language program implemented with elementary students with ASD. There is little research in the area of DI as a language intervention for students with ASD. This study examined the effectiveness of DI with regard to students’ oral language skills, specifically the identification of materials of which objects were made. A single-subject changing criterion design was employed. A functional relation between DI and oral language skills was demonstrated through replication of skill increase over three criterion changes and across three students. The results and their implications are discussed further.

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