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Effects of speech and print feedback on spelling by children with autism.

In this systematic replication of a previous study (R. W. Schlosser, D. M. Blischak, P. J. Belfiore, C. Bartley, and N. Barnett, 1998), the effects of speech and print feedback on spelling performance were evaluated. Four children with autism and no functional speech were taught to spell words with...

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Published in:Journal of Speech, Language & Hearing Research Vol. 47; no. 4; pp. 848 - 863
Main Authors: Schlosser RW, Blischak DM
Format: research tables/charts Journal Article
Published: American Speech-Language-Hearing Association Aug2004
Online Access:View this record in EBSCOhost
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      dt: Aug2004
      vid: 47
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      pub: American Speech-Language-Hearing Association
      place: Rockville, Maryland
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        10.1044/1092-4388(2004/063)
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        atl: Effects of speech and print feedback on spelling by children with autism.
      aug:
        au:
          Schlosser RW
          Blischak DM
        affil: Department of Speech-Language Pathology & Audiology, Northeastern University, 151B Forsyth, Boston, MA 02115; r.schlosser@neu.edu
      sug:
        subj:
          Alternative and Augmentative Communication
          Autism Spectrum Disorder In Infancy and Childhood
          Feedback Evaluation
          Speech Perception
          Spelling In Infancy and Childhood
          Visual Perception
          Child
          Communication Aids for Persons with Disabilities
          Funding Source
          Interrater Reliability
          Male
          Pretest-Posttest Design
          Replication Studies
          Scales
          Word Lists
          Human
          Child: 6-12 years
          Male
      ab: In this systematic replication of a previous study (R. W. Schlosser, D. M. Blischak, P. J. Belfiore, C. Bartley, and N. Barnett, 1998), the effects of speech and print feedback on spelling performance were evaluated. Four children with autism and no functional speech were taught to spell words with a speech-generating device under 3 feedback conditions. In the auditory-visual condition, children received both speech and print feedback, whereas in the auditory and visual conditions, only 1 type of feedback was provided. An adapted alternating treatments design was used. All 4 children reached criterion across conditions. Although 3 children reached criterion first with print or speech-print feedback, 1 child was most efficient with speech-print followed by speech feedback. Based on the findings of both studies, 2 distinct profiles of feedback efficiency are proposed. Children that exemplify the primarily visual profile spell words most efficiently when feedback involves print. Children that fit the auditory profile spell words most efficiently when feedback involves speech. The implications for understanding the learning characteristics of children with autism, as well as those for practice and further research are derived.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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