[article] 
inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.788-802

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

[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