Descriptive analysis and comparison of strategic incremental rehearsal to "Business as Usual" sight-word instruction for an adult nonreader with intellectual disability. (2nd January 2018)

• Record Type: Journal Article
• Authors: Richman, David M.; Grubb, Laura; Thompson, Samuel
• Is Part Of: Developmental neurorehabilitation. Volume 21:Number 1(2018)
• Page Start: 23
• Page End: 31
• Publication Date: 2018-01-02
• Subjects: Intellectual disability -- reading instruction -- sight words -- strategic incremental rehearsal; Children with disabilities -- Rehabilitation -- Periodicals; Developmentally disabled children -- Rehabilitation -- Periodicals; 615.542
• DOI: 10.1080/17518423.2016.1238412
• Languages: English
• ISSNs: 1751-8423

Abstract

ABSTRACT: Objective : Strategic Incremental Rehearsal (SIR) is an effective method for teaching sight-word acquisition, but has neither been evaluated for use in adults with an intellectual disability, nor directly compared to the ongoing instruction in the natural environment. Methods : Experimental analysis of sight word acquisition via an alternating treatment design was conducted with a 23-year-old woman with Down syndrome. SIR was compared to the current reading instruction (CRI) in a classroom for young adults with intellectual disabilities. CRI procedures included non-contingent praise, receptive touch prompts ("touch the word bat"), echoic prompts ("say bat"), textual prompts ("read the word"), and pre-determined introduction of new words. SIR procedures included textual prompts on flash cards, contingent praise, corrective feedback, and mastery-based introduction of new words. Results : The results indicated that SIR was associated with more rapid acquisition of sight words than CRI. Conclusion : Directions for future research could include systematic comparisons to other procedures, and evaluations of procedural permutations of SIR.