Effects of ABRACADBRA Instruction on Spelling in Children with Autism Spectrum Disorder

Autor/inn/en	Bailey, Benjamin; Arciuli, Joanne; Stancliffe, Roger J.
Titel	Effects of ABRACADBRA Instruction on Spelling in Children with Autism Spectrum Disorder
Quelle	In: Scientific Studies of Reading, 21 (2017) 2, S.146-164 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arciuli, Joanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2016.1276183
Schlagwörter	Autism; Pervasive Developmental Disorders; Children; Spelling Instruction; Computer Assisted Instruction; Instructional Effectiveness; Evidence Based Practice; Matched Groups; Control Groups; Comparative Analysis; Individual Instruction; Home Instruction; Skill Development; Accuracy; Achievement Gains; Statistical Significance; Improvement; Effect Size; Hypothesis Testing; Pretests Posttests; Behavior Rating Scales; Adjustment (to Environment); Verbal Ability; Intelligence Tests; Vocabulary; Receptive Language; Phonological Awareness; Reading Tests; Achievement Tests; Fidelity; Scores; Statistical Analysis; Vineland Adaptive Behavior Scales; Peabody Picture Vocabulary Test; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Orthographieunterricht; Rechtschreibunterricht; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Individuelles Lernen; Heimunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Achievement gain; Leistungssteigerung; Qualitätssteigerung; Hypothesenprüfung; Hypothesentest; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Rezeptive Kommunikationsfähigkeit; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse
Abstract	This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5-11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based instruction using ABRACADABRA over a 13-week period. Results showed no change in children's conventional spelling accuracy skills following ABRACADABRA instruction. However, an analysis of spelling attempts using the Computerized Spelling Sensitivity System (Masterson & Hrbec, 2011) revealed statistically significant gains in linguistic spelling accuracy for children in the instruction group relative to the waitlist control group, with large effect sizes. These findings suggest that ABRACADABRA improves aspects of spelling ability in children with ASD and that the Computerized Spelling Sensitivity System is a useful tool for detecting changes in the spelling abilities of children with ASD following literacy instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01