TEACHING EARLY READING SKILLS TO CHILDREN WITH AUTISM USING MIMIOSPROUT EARLY READING
Version of Record online: 27 MAY 2013
Copyright © 2013 John Wiley & Sons, Ltd.
Volume 28, Issue 3, pages 203–224, July 2013
How to Cite
Grindle, C. F., Carl Hughes, J., Saville, M., Huxley, K. and Hastings, R. P. (2013), TEACHING EARLY READING SKILLS TO CHILDREN WITH AUTISM USING MIMIOSPROUT EARLY READING. Behav. Intervent., 28: 203–224. doi: 10.1002/bin.1364
- Issue online: 28 JUL 2013
- Version of Record online: 27 MAY 2013
A number of studies have demonstrated positive outcomes for typical learners from the internet-based reading program, MimioSprout® Early Reading (MER). In the present study, a preliminary evaluation of MER was conducted with four children with autism who attended an applied behavior analysis educational program in a school setting. The primary aim was to investigate whether it would be feasible to use MER with children with autism and whether any adaptations to the standard teaching procedure would be needed. A secondary aim was to investigate whether completing MER would improve early reading skills. When additional discrete-trial table top activities were designed to supplement each child's progress, every child was able to complete all 80 lessons and showed similar correct performance to that reported for typically developing learners. Results from a standardized test of reading ability showed an improvement in word recognition reading age for all children from 14 months to more than three years over the 14 weeks of teaching. A follow-up test showed that gains were maintained eight weeks after the end of the intervention. MER can be successfully used with children with autism and can improve their early reading skills. Copyright © 2013 John Wiley & Sons, Ltd.