Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder

Julie L. Thompson, Joshua B. Plavnick, Lori E. Skibbe, M. Y.Savana Bak, Paul Doher

Research output: Contribution to journalArticlepeer-review

Abstract

We previously conducted a series of conceptual replications to parse out which—and to what degree—adaptations and individualized supports were needed for children to access and learn early reading skills using Headsprout®. Here we developed a systematic decision-making process for providing levels of support to individuals with autism who require additional instruction in order to access and/or advance through Headsprout®. Using a series of single-case AB, ABC, and multiple-baseline designs we examined strategies from our previous research and additional strategies iteratively developed during the study on six students with autism, all of whom demonstrated progression through Headsprout® and increased reading skills. We provide practical implications for teachers and suggestions to research these supports with other computer-based programs.

Original languageEnglish (US)
JournalJournal of Autism and Developmental Disorders
Early online dateJun 17 2021
DOIs
StatePublished - Jun 17 2021

Bibliographical note

Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Keywords

  • Autism spectrum disorder
  • Early reading
  • Headsprout® early reading
  • Multi-tiered systems of support
  • Technology-based instruction

PubMed: MeSH publication types

  • Journal Article

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