Association for Behavior Analysis International

This symposium presents a series of three studies designed to examine the use of Computer Assisted Instruction (CAI) on teaching reading to both adults with intellectual disabilities and children with autism spectrum disorder (ASD). The first paper was a clustered randomized comparison design was used to investigate the Edmark Reading Program (ERP) and to compare its efficacy in teaching reading outcomes in its table-top (n =16) and CAI (n=15) versions. The second paper evaluates the effects of Headsprout Early Reading in the developing of reading with six adults with learning disabilities. A multiple baseline probe design across participants was used. The third paper presents the outcomes of a parent led intervention. Participants across groups were matched according to level of entry of the reading intervention and were subsequently randomly assigned to either an experimental (n = 13) or control (n = 13) condition as recruited. The study used a between-groups design to evaluate the effects of Headsprout on the reading outcomes and print motivation of children with ASD.

BCBA

A clustered randomized comparison design was used to investigate the Edmark Reading Program (ERP) and to compare its efficacy in teaching reading outcomes using both table-top and software format. A sample of 31 participants with a diagnosis of Autism Spectrum Disorder were assigned to conditions using cluster random sampling. Participants were exposed to ERP in one of two conditions, table-top presentation (TTI) or computerized assisted instruction (CAI), for one full school semester. Assessments of reading ability were conducted before and after exposure to ERP on word reading, accuracy, rate, phonemic awareness, vocabulary, and reading comprehension. This study demonstrated that when ERP, TTI and CAI formats were compared, there were statistically significant differences found in favor of TTI on reading accuracy, reading rate, and phonemic awareness, specifically first sound fluency. Results indicate the efficacy of the table-top presentation of the reading program in these particular reading outcomes. The findings are discussed in light of existing research and the cost-benefit of both presentations

Many adults with Intellectual disability can have difficulty gaining reading skills acquisition. A multiple probe design across six participants was used to examine the effectiveness of Headsprout Early Reading. Participants were assigned to dyads (based on baseline probe), with two participants placed on the same baseline. Accuracy of sprout cards was the dependent variable selected for decisions in relation to implementation. Results indicated that Headsprout Early Reading had high social validity across participants, their parents and facilitators of the program. Outcome results also indicated an improvement in reading accuracy and fluency for all participants.

A between-groups design was used to evaluate the Headsprout on the reading outcomes and print motivation of a sample of 26 children with Autism Spectrum Disorder (ASD). Headsprout was implemented by parents in their homes, who received training on in the identification of learning difficulties whereby additional support was provided to participants based on these specific learning problems. Results demonstrated that participants who received Headsprout showed greater gains in word reading, non-word reading, and the target sound and words of Headsprout. The results of print motivation demonstrated that only the print material specific to the program had an increase in preference at post-tests. Findings indicate that this reading program can be successfully implemented with children with ASD by parents in the home environment, with the addition of adaptations and learning support.