Extending Research on a Computer-Based Sight-Word Reading Intervention to a Student with Autism

Jared S. Yaw; Christopher H. Skinner; John Parkhurst; Cora M. Taylor; Joshua Booher; Karen Chambers

doi:10.1007/s10864-010-9118-1

Extending Research on a Computer-Based Sight-Word Reading Intervention to a Student with Autism

Jared S. Yaw, Christopher H. Skinner, John Parkhurst, Cora M. Taylor, Joshua Booher, Karen Chambers

Psychiatry and Behavioral Sciences

Research output: Contribution to journal › Article › peer-review

38 Scopus citations

Abstract

A multiple-baseline design across tasks (i.e., word lists) was used to evaluate the effects of a computer-based sight-word reading intervention (CBSWRI) on the sight-word reading of a sixth-grade student with Autism. Across 3 lists of primer and first-grade Dolch words, the student showed immediate increases in sight-word reading after the CBSWRI was applied. As the student learned 25 words in 16 brief (i.e., 200 s) sessions, the efficiency and sustainability of the CBSWRI are discussed along with future research.

Original language	English (US)
Pages (from-to)	44-54
Number of pages	11
Journal	Journal of Behavioral Education
Volume	20
Issue number	1
DOIs	https://doi.org/10.1007/s10864-010-9118-1
State	Published - Mar 2011

Keywords

Autism
Computer-assisted technology
Sight-word reading
Time delay

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1007/s10864-010-9118-1

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abstract = "A multiple-baseline design across tasks (i.e., word lists) was used to evaluate the effects of a computer-based sight-word reading intervention (CBSWRI) on the sight-word reading of a sixth-grade student with Autism. Across 3 lists of primer and first-grade Dolch words, the student showed immediate increases in sight-word reading after the CBSWRI was applied. As the student learned 25 words in 16 brief (i.e., 200 s) sessions, the efficiency and sustainability of the CBSWRI are discussed along with future research.",

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AU - Booher, Joshua

AU - Chambers, Karen

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AB - A multiple-baseline design across tasks (i.e., word lists) was used to evaluate the effects of a computer-based sight-word reading intervention (CBSWRI) on the sight-word reading of a sixth-grade student with Autism. Across 3 lists of primer and first-grade Dolch words, the student showed immediate increases in sight-word reading after the CBSWRI was applied. As the student learned 25 words in 16 brief (i.e., 200 s) sessions, the efficiency and sustainability of the CBSWRI are discussed along with future research.

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Extending Research on a Computer-Based Sight-Word Reading Intervention to a Student with Autism

Abstract

Keywords

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