Word Study Intervention for Students with ASD: A Multiple Baseline Study of Data-Based Individualization

Autor/inn/en	Solís, Michael; El Zein, Farah; Black, Marie; Miller, Alexandra; Therrien, William J.; Invernizzi, Marcia
Titel	Word Study Intervention for Students with ASD: A Multiple Baseline Study of Data-Based Individualization
Quelle	In: Education and Training in Autism and Developmental Disabilities, 53 (2018) 3, S.287-298 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism; Pervasive Developmental Disorders; Word Study Skills; Intervention; Reading Skills; Reading Instruction; Program Effectiveness; Grade 5; Grade 6; Grade 7; Intelligence Tests; Teaching Methods; Word Recognition; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Autismus; Wortschatzanalyse; Reading skill; Lesefertigkeit; Leseunterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Intelligence test; Intelligenztest; Teaching method; Lehrmethode; Unterrichtsmethode; Worterkennung
Abstract	This multiple baseline across participants study examined the efficacy of a data-based individualization word study intervention for students with autism spectrum disorder (N=5) and low word reading skills. An experienced interventionist provided 1:1 word reading instruction in 30-minute sessions five times per week for an average of 10 sessions per participant. Intervention effects for directly taught words and words with similar spelling patterns were estimated using visual analysis and calculation of mean differences across baseline and intervention phases. Results indicate immediate and consistent improvements in word reading outcomes across all participants. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01