A Comparison between iPad-Assisted and Teacher-Directed Reading Instruction for Students with Autism Spectrum Disorder (ASD)

Zein, Farah El; Gevarter, Cindy; Bryant, Brian R.; Son, Seung-Hyun; Bryant, Diane Pedrotty; Kim, Min; Solís, Michael

doi:10.1007/s10882-015-9458-9

Cited by 45 publications

(35 citation statements)

References 51 publications

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“…The contrasting condition had students receive teacher-led instruction that was measured by curriculum-based assessments. Students performed better in the teacher-led condition [19]. The program was meant to practice stand-alone skills as many apps are, but perhaps the students with ASD in this study were unable to generalize those skills to novel situations.…”

Section: Computer Applicationsmentioning

confidence: 85%

“…It is seemingly disappointing that there are still studies [17,19] and research syntheses [6,8] that focus on the ability of computers and apps to synthesize speech and read text. This technology has existed for decades and is a compensatory strategy that can help students with their textual comprehension but to continue to examine its effectiveness seems redundant because the technology helps many students.…”

Section: Discussionmentioning

confidence: 99%

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The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading

Stetter

2018

Education Sciences

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This paper delineates some of the ways students with high incidence special needs are currently being served with technology in the United States in K-12 to learn skills or accomplish tasks related to reading. Categories examined were read aloud tools, computer applications, traditional instructional methods that utilized technology, and online instructional environments. The categories examined in online instructional environments include the prevalence of students with special needs, how Individual Education Plan requirements, such as accommodations and modifications, are being addressed, parental participation, and concerns in the online environments. Suggestions for future work at the intersection of reading technology and teachers of students with special needs are included, as well as conclusions from the current work. Future work with teachers of students with special needs is required to help better serve their unique learning requirements.

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Section: Computer Applicationsmentioning

confidence: 85%

Section: Discussionmentioning

confidence: 99%

The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading

Stetter

2018

Education Sciences

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“…Researchers have also investigated the use of iPad®-based video modeling to teach numeracy skills (Jowett, Moore, & Anderson, 2012), iPad®instruction on challenging behaviors and academic engagement for children with ASD (Neely, Rispoli, Camargo, Davis, & Boles, 2013), and the use of video self-modeling on an iPad®to teach functional math skills to adolescents with ASD (Burton, Anderson, Prater, & Dyches, 2013). El Zein et al (2016) concluded that teacher directed instruction was more effective for increasing the accuracy of responding to curriculum-based measure probes than iPad® instruction. The researchers also recommended using the iPad® to teach students skills that would aid in enhancing their reading comprehension.…”

Section: Non-music Ba Non-music Based Appr Sed Appro Oaches T Aches Tmentioning

confidence: 99%

Effects of Instructor Gender, Visual, and Auditory Melodic Recorded Instruction on Sequential Working Memory Recall in Individuals with and without Autism Spectrum Disorder

Schwartzberg

Silverman

2019

Voices

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Abstr Abstract actThere is a lack of empirical inquiry concerning the effect of the therapist's binary gender and aspects of visual and auditory melodic instruction on working memory recall in individuals with autism spectrum disorder (ASD). The purpose of this study was to examine the effects of instructor gender and visual and auditory melodic instruction on working memory in individuals with ASD. Participants ( n = 38 individuals with ASD and n = 18 neurotypical [NT] university students) viewed or listened to four melodic sequences of seven randomized monosyllabic words sung by female and male instructors. To assess working memory, participants' tasks were to sequentially recall the paired information presented within each condition. There was no significant within-group difference between either the male and female instructor conditions or the visual + auditory or auditory only melodic instruction. Although not significant, participants tended to have slightly higher mean recall for the male instructor with visual + auditory stimuli condition and lower mean recall for the female instructor with auditory only stimuli condition. There was a significant between-group difference with the NT group having greater recall accuracy than the ASD group. Regardless of group or condition, participants tended to have greater recall accuracy at primary and recency serial positions. As individuals with ASD may have unique learning challenges, information paired with music may be delivered in multi-sensory ways to increase the likelihood of recall and subsequent learning. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.

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“…Prereading activities set the purpose for reading by accessing or building prior knowledge, making predictions, and/or reviewing key vocabulary. 74,[77][78][79][80][81][82] During reading, participants were encouraged to monitor their comprehension by identifying text they did not understand, 79,81 responding to text cues such as underlined signal words, 77 or responding to embedded true-or-false statements or main idea questions. 78,81 Another strategy used to monitor comprehension during reading involves teaching children with ASD to generate and respond to fact-based and/or fact-and inference-based questions about text through adult modeling and corrective feedback.…”

Section: Manipulating Sounds In Wordsmentioning

confidence: 99%

“…After reading, learners with ASD completed graphic organizers, 77,81 summarized important information from the reading, [79][80][81] or shared information about the reading. 82 Following participation in these multicomponent interventions, participants improved their responses to fact and/or inference comprehension questions about text, [77][78][79][80][81][82] ability to generate factbased or fact-and inference-based questions about text, 74,82 or retells. 79 Explicitly teaching text structure to learners with ASD (ages 8 to 17) can support comprehension.…”

Section: Manipulating Sounds In Wordsmentioning

confidence: 99%

Enhancing the Reading Development of Learners with Autism Spectrum Disorder

Whalon

2018

Semin Speech Lang

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Foundational to autism spectrum disorder (ASD) are difficulties developing joint attention, social reciprocity, and language/communication. These challenges place children with ASD at risk for future reading failure. Research suggests that many school-aged children with ASD will learn the decoding skills necessary to effectively read text, but will struggle with comprehension. Yet, the reading profiles of learners with ASD also show great heterogeneity, with some also unable to effectively decode new words. The range of challenges associated with ASD highlights the need for comprehensive literacy/reading instruction that addresses both code- and meaning-focused skills from the earliest grades. This article will provide an overview of effective interventions that support both the code- and meaning-focused skills of learners with ASD. Specific examples of effective instructional practices for learners with ASD will be shared.

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A Comparison between iPad-Assisted and Teacher-Directed Reading Instruction for Students with Autism Spectrum Disorder (ASD)

Cited by 45 publications

References 51 publications

The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading

The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading

Effects of Instructor Gender, Visual, and Auditory Melodic Recorded Instruction on Sequential Working Memory Recall in Individuals with and without Autism Spectrum Disorder

Enhancing the Reading Development of Learners with Autism Spectrum Disorder

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