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Computer-Presented Video Models to Teach Generative Spelling to a Child with an Autism Spectrum Disorder

BEACON Services and Northeastern University, yougobetty{at}attbi.com

Joseph Vedora

BEACON Services and Northeastern University

Robert Stromer

University of Massachusetts Medical School, Shriver Center

We examined the use of computer video models and video rewards to teach generative spelling to a child with an autism spectrum disorder. In Phase 1, Ana viewed video models of her teacher writing target words. After Ana wrote the words correctly, she watched videos of play routines unique to each training word. Ana rapidly learned to spell three five-word sets based on pictures and dictation. In Phase 2, Ana learned to spell four novel words (e.g., lore and tock) that were based on the elements of five words learned in Phase 1 (e.g., tore and lock) and arranged into a teaching matrix of three beginning consonants and three word endings. In Phases 3 and 4, Ana learned to spell subsets of four three-by-three matrices, then immediately proved capable of spelling the remaining words in each matrix. Ana also succeeded on generalization and maintenance tests at home and school throughout the study. Generative spelling thus may be derived from a teaching package that (a) involves video models and rewards and (b) arranges opportunities for learning to recombine initial consonants and word endings. Ana's proficiency in spelling helped her acquire literacy skills commensurate with her general school placement.

Journal of Positive Behavior Interventions, Vol. 5, No. 1, 22-29 (2003)
DOI: 10.1177/10983007030050010301


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