Teaching Phonics to Preschool Children with Autism Using Frequency-Building and Computer-Assisted Instruction

The current study investigated the effects of a computer-assisted frequency-building intervention to increase fluency with letter-sound correspondences. A multiple probe design across stimulus sets was employed with four children with Autism Spectrum Disorder (ASD) to evaluate the outcomes of intervention. Pre-intervention measures of language ability, repetitive, and on-task behavior were recorded in order to assess how such participant characteristics may impact intervention effects. Increases in the rate of correct letter-sound correspondences were found for all participants. Measures of outcomes associated with fluency; namely, maintenance, endurance, stability, application, and generativity were also recorded. Participants demonstrated the ability to maintain high rates of correct responding for all fluency outcomes at post-testing, with the exception of generativity.