Alphabet Knowledge Interventions And Autism Spectrum Disorder: A Need For Mnemonics Or Motivation?
- ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
- Haley Christine Poythress (Creator)
- Institution
- Appalachian State University (ASU )
- Web Site: https://library.appstate.edu/
- Advisor
- Jamie Yarbrough
Abstract: Reading is one of the most essential skills, for not only academic success but lifetime success. Moreover, alphabetic principle, including the ability to name letters, is crucial to developing reading skills. This study examined the effectiveness of two alphabet knowledge interventions designed to improve the letter naming fluency of a child with Autism Spectrum Disorder. An alternating-treatments design was employed to compare the effects of each intervention. Intervention A focused on providing ample opportunities for learning, error correction, and used pictures as mnemonics. Intervention B also provided ample opportunities to respond and error correction but also included positive contingencies for accurate performance. Specifically, performance was paired with a token economy, providing the opportunity for the participant to earn a reinforcer of his/her choice. Both interventions improved the participant’s letter naming fluency skills, but Intervention B was more effective. Discussion emphasizes the pivotal role motivation plays in improving knowledge and performance on academic tasks among students with Autism Spectrum Disorder.
Alphabet Knowledge Interventions And Autism Spectrum Disorder: A Need For Mnemonics Or Motivation?
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Created on 6/24/2020
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Additional Information
- Publication
- Honors Project
- Poythress, H. (2020). Alphabet Knowledge Interventions And Autism Spectrum Disorder: A Need For Mnemonics Or Motivation? Unpublished Honors Thesis. Appalachian State University, Boone, NC.
- Language: English
- Date: 2020
- Keywords
- Autism Spectrum Disorder, alphabetic principle, letter naming fluency