TY - JOUR
T1 - Instruction in Letter-Sound Correspondences for Children With Autism and Limited Speech
AU - Benedek-Wood, Elizabeth
AU - McNaughton, David
AU - Light, Janice
N1 - Publisher Copyright:
© 2015, © Hammill Institute on Disabilities 2015.
PY - 2015/5
Y1 - 2015/5
N2 - This study used a multiple probe across participants’ research design to evaluate the effects of instruction on the acquisition of letter-sound correspondences (LSCs) by three young children with autism spectrum disorder and limited speech. All three children (ages 3–5 years) reached criterion for identifying the LSCs targeted during instruction, and a Nonoverlap of All Pairs (NAP) analysis showed evidence of medium to strong treatment effects. All three children also provided evidence of maintenance and generalization of LSC skills to other tasks. Implications for instruction and future research directions are discussed.
AB - This study used a multiple probe across participants’ research design to evaluate the effects of instruction on the acquisition of letter-sound correspondences (LSCs) by three young children with autism spectrum disorder and limited speech. All three children (ages 3–5 years) reached criterion for identifying the LSCs targeted during instruction, and a Nonoverlap of All Pairs (NAP) analysis showed evidence of medium to strong treatment effects. All three children also provided evidence of maintenance and generalization of LSC skills to other tasks. Implications for instruction and future research directions are discussed.
UR - http://www.scopus.com/inward/record.url?scp=84962163375&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84962163375&partnerID=8YFLogxK
U2 - 10.1177/0271121415593497
DO - 10.1177/0271121415593497
M3 - Article
AN - SCOPUS:84962163375
SN - 0271-1214
VL - 36
SP - 43
EP - 54
JO - Topics in Early Childhood Special education
JF - Topics in Early Childhood Special education
IS - 1
ER -
