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ERIC Number: EJ1071767
Record Type: Journal
Publication Date: 2015-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1053-0819
Comparative Effectiveness of Two Sight-Word Reading Interventions for a Student with Autism Spectrum Disorder
Mulé, Christina M.; Volpe, Robert J.; Fefer, Sarah; Leslie, Laurel K.; Luiselli, Jim
Journal of Behavioral Education, v24 n3 p304-316 Sep 2015
Traditional drill and practice (TDP) and incremental rehearsal (IR) are flashcard drill techniques for teaching sight words to students. Although both have extensive research support, no study to date has compared these methods with children who have autism spectrum disorder (ASD). Utilizing an adaptive alternating treatments design, the present study compared TDP and IR with a second-grade student, educated in a substantially separate classroom, who was diagnosed with ASD (N = 1). Retention, maintenance, and generalization results suggested that both methods were effective interventions for enhancing sight-word recognition. However, TDP was more effective and efficient than IR across retention, maintenance, and generalization measures. Limitations and implications of the study for school-based professionals are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH)
Authoring Institution: N/A
IES Grant or Contract Numbers: ULITR001064