Abstract

Incremental rehearsal (IR) is a flashcard intervention that involves the interspersal of previously mastered targets and immediate error correction. Previous research indicates IR is an effective intervention for teaching discrete skills. Much of existing research, however, was conducted with typically developing students. The current study aimed to extend the literature by being the first to implement IR with students diagnosed with autism spectrum disorder and an intellectual disability receiving instruction in a self-contained special-education setting. A multiple probe design across sets of stimuli was used to evaluate the effectiveness of IR on sight word and letter acquisition among three early elementary students with autism and cognitive impairment. Results indicated that IR was effective for all participants. Further, the results provided evidence that IR can be used with known stimuli from a stimulus class other than the stimulus class from which unknown stimuli are being drawn. Future research should compare IR to other flashcard interventions regularly employed with this student population.

摘要

增量排练 (IR) 是一种抽认卡干预，涉及分散先前掌握的目标和立即纠错。先前的研究表明 IR 是教授离散技能的有效干预措施。然而，现有的大部分研究都是针对典型的发展中学生进行的。目前的研究旨在通过首次对被诊断患有自闭症谱系障碍和智力障碍的学生实施 IR 来扩展文献，这些学生在独立的特殊教育环境中接受指导。使用跨刺激集的多探针设计来评估 IR 对三名患有自闭症和认知障碍的早期小学生的视觉单词和字母习得的有效性。结果表明 IR 对所有参与者都有效。更远，结果提供的证据表明，IR 可以与来自刺激类别的已知刺激一起使用，而不是从中提取未知刺激的刺激类别。未来的研究应该将 IR 与经常用于该学生群体的其他抽认卡干预措施进行比较。