Evaluation of the nonverbal reading approach for two 12 to 13-year-old students with ASD. (January 2015)

• Record Type: Journal Article
• Authors: Leytham, Patrick A.; Pierce, Tom; Baker, Josh; Miller, Susan; Tandy, Dick
• Is Part Of: Research in autism spectrum disorders. Volume 9(2015:Jan.)
• Page Start: 68
• Page End: 76
• Publication Date: 2015-01
• Subjects: Autism -- Nonverbal reading approach -- Phonics -- Multiple-probe design; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2014.09.014
• Languages: English
• ISSNs: 1750-9467

Abstract

Highlights: Teacher-led and technology-aided components of the NRA were effective. Teacher-led component more effective than technology-aided component. Positive increase in attitudes by the teacher to implement the NRA. Abstract: The ability of students with autism spectrum disorder (ASD) to identify and comprehend text varies across age level and severity of disability. Phonics-based approaches that utilize technology-aided instruction have been used to assist younger students with ASD identify and comprehend text. However, limited research exists on the effectiveness of a phonics-based approach to improve the word identification abilities of older students with ASD. The Nonverbal Reading Approach (NRA) is a method that teaches students with communicative impairments, such as ASD, to identify words by sounding out individual phonemes using internal speech. A multiple probe design across participants combined with an adapted alternating treatment design was used to determine whether or not the NRA would be effective for two 12 to 13-year-old students with ASD. Results indicate that the teacher-led and technology-aided components of the NRA were effective for improving participants' word identification abilities.