Instruction in Letter-Sound Correspondences for Children With Autism and Limited Speech

Elizabeth Benedek-Wood; David McNaughton; Janice Light

doi:10.1177/0271121415593497

Instruction in Letter-Sound Correspondences for Children With Autism and Limited Speech

Research output: Contribution to journal › Article › peer-review

Abstract

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.

Original language	English (US)
Pages (from-to)	43-54
Number of pages	12
Journal	Topics in Early Childhood Special education
Volume	36
Issue number	1
DOIs	https://doi.org/10.1177/0271121415593497
State	Published - May 2015

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

All Science Journal Classification (ASJC) codes

Education
Public Health, Environmental and Occupational Health

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10.1177/0271121415593497

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title = "Instruction in Letter-Sound Correspondences for Children With Autism and Limited Speech",

abstract = "This study used a multiple probe across participants{\textquoteright} 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.",

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Instruction in Letter-Sound Correspondences for Children With Autism and Limited Speech

Abstract

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