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Evaluation of the nonverbal reading approach for two 12 to 13-year-old students with ASD / Patrick A. LEYTHAM in Research in Autism Spectrum Disorders, 9 (January 2015)
[article]
Titre : Evaluation of the nonverbal reading approach for two 12 to 13-year-old students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Patrick A. LEYTHAM, Auteur ; Tom PIERCE, Auteur ; Josh BAKER, Auteur ; Susan MILLER, Auteur ; Dick TANDY, Auteur Année de publication : 2015 Article en page(s) : p.68-76 Langues : Anglais (eng) Mots-clés : Autism Nonverbal reading approach Phonics Multiple-probe design Index. décimale : PER Périodiques Résumé : Abstract The ability of students with autism spectrum disorder (ASD) to identify and comprehend text varies across age level and severity of disability. Phonics-based approaches that utilize technology-aided instruction have been used to assist younger students with ASD identify and comprehend text. However, limited research exists on the effectiveness of a phonics-based approach to improve the word identification abilities of older students with ASD. The Nonverbal Reading Approach (NRA) is a method that teaches students with communicative impairments, such as ASD, to identify words by sounding out individual phonemes using internal speech. A multiple probe design across participants combined with an adapted alternating treatment design was used to determine whether or not the NRA would be effective for two 12 to 13-year-old students with ASD. Results indicate that the teacher-led and technology-aided components of the NRA were effective for improving participants’ word identification abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.68-76[article] Evaluation of the nonverbal reading approach for two 12 to 13-year-old students with ASD [Texte imprimé et/ou numérique] / Patrick A. LEYTHAM, Auteur ; Tom PIERCE, Auteur ; Josh BAKER, Auteur ; Susan MILLER, Auteur ; Dick TANDY, Auteur . - 2015 . - p.68-76.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.68-76
Mots-clés : Autism Nonverbal reading approach Phonics Multiple-probe design Index. décimale : PER Périodiques Résumé : Abstract The ability of students with autism spectrum disorder (ASD) to identify and comprehend text varies across age level and severity of disability. Phonics-based approaches that utilize technology-aided instruction have been used to assist younger students with ASD identify and comprehend text. However, limited research exists on the effectiveness of a phonics-based approach to improve the word identification abilities of older students with ASD. The Nonverbal Reading Approach (NRA) is a method that teaches students with communicative impairments, such as ASD, to identify words by sounding out individual phonemes using internal speech. A multiple probe design across participants combined with an adapted alternating treatment design was used to determine whether or not the NRA would be effective for two 12 to 13-year-old students with ASD. Results indicate that the teacher-led and technology-aided components of the NRA were effective for improving participants’ word identification abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243