Mediating Access to Headsprout® Early Reading for Children with Autism Spectrum Disorders

Autor/inn/en	Plavnick, Joshua B.; Thompson, Julie L.; Englert, Carol Sue; Mariage, Troy; Johnson, Katie
Titel	Mediating Access to Headsprout® Early Reading for Children with Autism Spectrum Disorders
Quelle	In: Journal of Behavioral Education, 25 (2016) 3, S.357-378 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-015-9244-x
Schlagwörter	Autism; Pervasive Developmental Disorders; Intervention; Contingency Management; Reinforcement; Children; Reading Programs; Online Courses; Program Effectiveness; Oral Reading; Printed Materials; Electronic Publishing; Transfer of Training; Interaction; Computer Assisted Instruction; Educational Technology + Suchen Sie Ihr Suchwort? Autismus; Krisenbewältigung; Positive Verstärkung; Child; Kind; Kinder; Online course; Online-Kurs; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Elektronisches Publizieren; Training; Transfer; Ausbildung; Interaktion; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien
Abstract	Many children with autism spectrum disorder (ASD) require instructional programs that simultaneously address academic content, interfering behavior, and potential gaps in prerequisite skills for a given curriculum. This study examined the impact of an intervention package consisting of contingent reinforcement and match-to-sample training on the independent progression of 3 children with ASD through Headsprout® Early Reading (HER), a behavior analytic online reading program. A multiple probe across participants design was used to examine the effects of the intervention package on participants' correct interactions per minute and total episodes completed. Transfer of training to oral reading of companion print books was also assessed. All participants demonstrated an increase in correct interactions per minute. Two participants learned to independently complete a HER episode each day and could orally read companion print books. The results suggest individualized behavior analytic programs can support the use of HER as a computer-based reading program for some children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01