Effects of Incremental Rehearsal on Sight Word and Letter Acquisition among Students with Autism and Cognitive Impairment

Autor/inn/en	Finn, Caroline E.; Ardoin, Scott P.; Ayres, Kevin M.
Titel	Effects of Incremental Rehearsal on Sight Word and Letter Acquisition among Students with Autism and Cognitive Impairment
Quelle	In: Journal of Applied School Psychology, 39 (2023) 2, S.179-200 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finn, Caroline E.) ORCID (Ardoin, Scott P.) ORCID (Ayres, Kevin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2022.2113946
Schlagwörter	Autism Spectrum Disorders; Intellectual Disability; Students with Disabilities; Instructional Materials; Skill Development; Self Contained Classrooms; Special Education; Instructional Effectiveness; Word Recognition; Reading Instruction; Alphabets; Elementary School Students; Prompting; Error Correction; Early Childhood Education + Suchen Sie Ihr Suchwort? Autism; Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Student; Students; Schüler; Schülerin; Studentin; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Kompetenzentwicklung; Qualifikationsentwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Unterrichtserfolg; Worterkennung; Leseunterricht; Buchstabenschrift; Benutzerführung; Korrektur; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Incremental rehearsal (IR) is a flashcard intervention that involves the interspersal of previously mastered targets and immediate error correction. Previous research indicates IR is an effective intervention for teaching discrete skills. Much of existing research, however, was conducted with typically developing students. The current study aimed to extend the literature by being the first to implement IR with students diagnosed with autism spectrum disorder and an intellectual disability receiving instruction in a self-contained special-education setting. A multiple probe design across sets of stimuli was used to evaluate the effectiveness of IR on sight word and letter acquisition among three early elementary students with autism and cognitive impairment. Results indicated that IR was effective for all participants. Further, the results provided evidence that IR can be used with known stimuli from a stimulus class other than the stimulus class from which unknown stimuli are being drawn. Future research should compare IR to other flashcard interventions regularly employed with this student population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01