A Scaffolded Word Boxes Approach for Students With Autism Spectrum Disorder
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| Udgivet i: | ProQuest Dissertations and Theses (2025) |
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ProQuest Dissertations & Theses
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| 020 | |a 9798297962477 | ||
| 035 | |a 3268185576 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a Acton, Christopher J. | |
| 245 | 1 | |a A Scaffolded Word Boxes Approach for Students With Autism Spectrum Disorder | |
| 260 | |b ProQuest Dissertations & Theses |c 2025 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a The purpose of this study was to examine the effects of a faded word boxes intervention on the acquisition and maintenance of nonsense words read for students with autism spectrum disorder (ASD). A single-subject multiple baseline across participants design was used with five school- age students with ASD attending a charter school in the Midwest. Students' acquisition and maintenance of letter-sound correspondences was measured by assessing the number of correct letter-sequences and words read correctly in nonsense words. Maintenance effects were measured by assessing student performance as the word boxes visual aid was systematically removed. Additionally, students' generalization of spelling skills was measured by assessing the number of correct letter sequences of real words spelled. Visual analysis, percentage of nonoverlapping data, and improvement rate differences were used to measure intervention effects. Due to significant variability in student response, results were mixed. Results for determining the effectiveness of the word boxes intervention were inconclusive. However, results for maintenance of skills indicated that 3 of the four students included in the final analysis were able to maintain skills learned through exposure to materials and practice. Finally, generalization results indicate that students were generally able to build and maintain their spelling skills through the guided practice offered by the intervention. This study adds to previous research on explicit, systematic phonics instruction for students with ASD. | |
| 653 | |a Educational psychology | ||
| 653 | |a Education | ||
| 653 | |a Early childhood education | ||
| 653 | |a Developmental psychology | ||
| 653 | |a Disability studies | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2025) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3268185576/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3268185576/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |