Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder.
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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.
author list (cited authors)
Thompson, J. L., Plavnick, J. B., Skibbe, L. E., Bak, M., & Doher, P.
complete list of authors
Thompson, Julie L||Plavnick, Joshua B||Skibbe, Lori E||Bak, MY Savana||Doher, Paul