Using Simultaneous Prompting to Teach Computer-based Story Writing to a Student with Autism

Using Simultaneous Prompting to Teach Computer-based Story Writing to a Student with Autism

Writing is a critical skill because it is used to access reinforcement in a variety of contexts. Unfortunately, there has been little research on writing skills instruction for students with intellectual disabilities and autism spectrum disorders. The purpose of this study was to evaluate the effect...

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Bibliographic Details
Published in:Education & treatment of children Vol. 35; no. 3; pp. 389 - 406
Main Authors: Pennington, Robert C., Stenhoff, Donald M., Gibson, Jason, Bailou, Kristina
Format: Journal Article
Language:English
Published: New York West Virginia University Press 01-08-2012
West Virginia University Press, University of West Virginia
Subjects:
Autism
Autistic children
Autistic disorder
CAI
Case studies
Composition (Language arts)
Computer Assisted Instruction
Educational aspects
Educational software
Educational Strategies
Emergent Literacy
Handwriting
Instructional Effectiveness
Intervention
Learning disabilities
Literary criticism
Mainstreaming
Males
Methods
Pervasive child development disorders
Pervasive Developmental Disorders
Prompting
Special education
Students with disabilities
STUDIES
Study and teaching
Teaching
Teaching Methods
Technology application
Verbal Communication
Writing
Writing Instruction
Writing Skills
Young Children
United States
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Summary:Writing is a critical skill because it is used to access reinforcement in a variety of contexts. Unfortunately, there has been little research on writing skills instruction for students with intellectual disabilities and autism spectrum disorders. The purpose of this study was to evaluate the effects simultaneous prompting and computer-assisted instruction on story writing responses of a 7-year-old male with autism. Data indicated that the intervention was effective in teaching the participant to construct stories related to three different topics. Additionally, the student maintained responding at 2 and 4 weeks following intervention and increased responding across different topographies (i.e., handwriting, vocal).
ISSN:0748-8491
1934-8924
1934-8924
DOI:10.1353/etc.2012.0022