A Preliminary Investigation of the Benefits of Computer-Aided Instruction in Reading Decoding for Students with Autism Spectrum Disorder and Other Developmental Disabilities

Doris Adams Hill, PhD, BCBA-D
Auburn University

Margaret M. Flores, PhD, BCBA-D
Auburn University

Abstract

For students who have limited expressive language skills, both verbally and in writing, it is difficult for a teacher to assess the acquisition of reading skills. The authors examined the effects of computer-aided instruction (CAI) on the early reading and reading comprehension skills of six students with autism spectrum disorder, and other developmental disabilities during four weeks in an extended school year (ESY) services classroom setting. The purpose was to examine Headsprout Early ReadingTM and Headsprout Reading ComprehensionTM as an intervention to supplement instruction and assess early reading skills and make recommendations for use during the regular school year.  While three students made progress in the program, focus and ability to attend impacted results with the other three.

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