Navbar
Content

Effects of Speech and Print Feedback on Spelling by Children With Autism

Visit Publisher Website »
Home Country: 
TitleEffects of Speech and Print Feedback on Spelling by Children With Autism
Publication TypeJournal Article
AbstractIn this systematic replication of a previous study (R. W. Schlosser, D. M. Blischak, P. J. Belfiore, C. Bartley, & 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.
AuthorsSchlosser, R. W., and Blischak D.
Year of Publication2004
PublicationJournal of Speech, Language and Hearing Research
Volume47
Issue4
Pages848-862
ISSN1092-4388 (print); 1558-9102 (online)
Publisher DOIhttp://www.ncbi.nlm.nih.gov/pubmed/15324290
Keywords (MeSH)autistic disorder, child, equipment design, feedback, speech disorders, verbal behaviour, verbal learning, vocabulary
Tags: 
Tags: 
Tags: 
Tags: