Effects of a Sequential Stimulus Pairing Procedure on Reading Skills of a Preschool Child With Autism Spectrum Disorder

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  • 就学前の自閉スペクトラム症児に対する継次的刺激ペアリング手続きを用いた語読みの獲得
  • シュウガク マエ ノ ジヘイスペクトラムショウジ ニ タイスル ケイジテキ シゲキ ペアリング テツズキ オ モチイタ ゴ ヨミ ノ カクトク

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Abstract

<p>Study objective: The present study examined whether word-reading behavior could be acquired through the use of a sequential stimulus pairing procedure. The study also investigated whether the participant could learn to read hiragana syllables, words, and phrases. Design: A multiple probe design across stimulus sets was used to assess effects of the sequential stimulus pairing procedure. Setting: A playroom at the university. Participant: A preschool boy with autism spectrum disorder who had severe intellectual disabilities. Training: In the training, each hiragana syllable, word, spoken sound, and picture stimulus was presented sequentially on a computer monitor. The child was instructed to respond with spoken sounds. Measures: Proportion of correct reading and picture naming was analyzed. Social validity was evaluated from the responses of a third party who did not know the purpose of the research. Results: The child became able to read the word stimuli that were used in training and maintained this skill 1 month later. He also increased his reading of hiragana syllables, words, and phrases that had not been used in the training. Moreover, in the follow up done after he had entered elementary school, his reading skills were found to have improved further. The evaluation by the third party indicated that the child’s reading accuracy, reading fluency, and enjoyment of reading had improved. Conclusion: The present study suggests that the sequential stimulus pairing procedure appeared to have been an effective procedure for teaching reading to this preschool child with autism who had severe intellectual disabilities.</p>

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