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A comparison of fluency training and discrete trial instruction to teach letter sounds to children with ASD: Acquisition and learning outcomes / Michael NOPPRAPUN in Research in Autism Spectrum Disorders, 8-7 (July 2014)
[article]
Titre : A comparison of fluency training and discrete trial instruction to teach letter sounds to children with ASD: Acquisition and learning outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Michael NOPPRAPUN, Auteur ; Jennifer HOLLOWAY, Auteur Article en page(s) : p.788-802 Langues : Anglais (eng) Mots-clés : Fluency training (FT) Discrete trial instruction (DTI) Autism Phonics instruction Index. décimale : PER Périodiques Résumé : Abstract The study investigated the efficacy of fluency training (FT) and discrete trial instruction (DTI) to teach phonic reading to individuals with Autism Spectrum Disorder (ASD), with particular emphasis on the acquisition of correct letter-sound correspondence and the learning outcomes of behavioural fluency instruction. An alternating-treatment design was employed to compare the treatment effects of FT versus DTI for the acquisition, retention, stability, endurance, and application of phonics in four children with ASD. The results showed that for two participants, FT was more efficient for the acquisition of correct letter-sound correspondence. For the remaining two participants, DTI resulted in more rapid acquisition. For all four participants, FT produced better results during post-test retention, endurance, stability, and application checks. The implications of these findings are discussed in relation to reading instruction, as well as the use of rate-building procedures with individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.788-802[article] A comparison of fluency training and discrete trial instruction to teach letter sounds to children with ASD: Acquisition and learning outcomes [Texte imprimé et/ou numérique] / Michael NOPPRAPUN, Auteur ; Jennifer HOLLOWAY, Auteur . - p.788-802.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.788-802
Mots-clés : Fluency training (FT) Discrete trial instruction (DTI) Autism Phonics instruction Index. décimale : PER Périodiques Résumé : Abstract The study investigated the efficacy of fluency training (FT) and discrete trial instruction (DTI) to teach phonic reading to individuals with Autism Spectrum Disorder (ASD), with particular emphasis on the acquisition of correct letter-sound correspondence and the learning outcomes of behavioural fluency instruction. An alternating-treatment design was employed to compare the treatment effects of FT versus DTI for the acquisition, retention, stability, endurance, and application of phonics in four children with ASD. The results showed that for two participants, FT was more efficient for the acquisition of correct letter-sound correspondence. For the remaining two participants, DTI resulted in more rapid acquisition. For all four participants, FT produced better results during post-test retention, endurance, stability, and application checks. The implications of these findings are discussed in relation to reading instruction, as well as the use of rate-building procedures with individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233