Journal Article

Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder

Thompson, Julie L, Skibbe, Lori E, Plavnick, Joshua B, Doher, Paul, Bak M Y Savana

2022

Overview

We previously conducted a series of conceptual replications to parse out which—and to what degree—adaptations and individualized supports were needed for children to access and learn early reading skills using Headsprout®. Here we developed a systematic decision-making process for providing levels of support to individuals with autism who require additional instruction in order to access and/or advance through Headsprout®. Using a series of single-case AB, ABC, and multiple-baseline designs we examined strategies from our previous research and additional strategies iteratively developed during the study on six students with autism, all of whom demonstrated progression through Headsprout® and increased reading skills. We provide practical implications for teachers and suggestions to research these supports with other computer-based programs.

• Publisher: Springer Nature B.V
• Subject: Access / Adaptation / Applied Behavior Analysis / Association (Psychology) / Autism / Autism Spectrum Disorders / Autistic children / Children / Decision making / Departments / Early literacy / Early Reading / Educational Psychology / Evidence Based Practice / Expressive Language / Followup Studies / Individualized Instruction / Influence of Technology / Instructional Materials / Phonemic Awareness / Prompting / Psychological Patterns / Reading ability / Reading comprehension / Reading Improvement / Reading instruction / Reading Programs / Reading Skills / Skills / Special Education Teachers / Student Motivation / Teachers / Teaching / Time / Token Economy