Efficacy of ABRACADABRA literacy instruction in a school setting for children with autism spectrum disorders

Arciuli, J; Bailey, B

Efficacy of ABRACADABRA literacy instruction in a school setting for children with autism spectrum disorders

Arciuli, J Bailey, B

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Publication Type:: Journal Article
Citation:: Research in Developmental Disabilities, 2019, 85 pp. 104 - 115
Issue Date:: 2019-02-01

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Field	Value	Language
dc.contributor.author	Arciuli, J	en_US
dc.contributor.author	Bailey, B https://orcid.org/0000-0003-0086-9999	en_US
dc.date.available	2018-11-05	en_US
dc.date.issued	2019-02-01	en_US
dc.identifier.citation	Research in Developmental Disabilities, 2019, 85 pp. 104 - 115	en_US
dc.identifier.issn	0891-4222	en_US
dc.identifier.uri	http://hdl.handle.net/10453/135214
dc.description.abstract	© 2018 Background: There is evidence indicating that instruction using ABRACADABRA (ABRA) – a free web application designed to promote literacy development – may benefit children with autism spectrum disorders (ASD) when administered on an individualized basis in children's homes. Aims: Here, we investigated the efficacy of ABRA instruction administered in small groups of children with ASD within a school setting. Methods and procedures: Children were aged 5.83–8.42 years (n = 23). Some children were assigned to an instruction group and received a minimum of 20 h of ABRA instruction over 9 weeks (n = 11). The other children comprised an age- and ability-matched control group (n = 12) and received business as usual literacy instruction. Outcome measures included word-level accuracy, passage-level accuracy, and passage-level comprehension, all assessed using standardized tests that were independent of ABRA. Outcomes and results: ANOVAs comparing pre- versus post-instruction raw scores showed statistically significant improvements in word- and passage-level reading accuracy for the instruction group relative to the control group, with large effect sizes. Gains in reading comprehension for the instruction group were not statistically significant and, in a posthoc correlational analysis, appeared to be related to children's socialisation skills (r =.62). Conclusions and implications: Literacy instruction using ABRA is associated with improvement in reading accuracy for children with ASD when administered in small groups within a school setting. Children with ASD may require additional supports to make gains in reading comprehension when literacy instruction using ABRA is delivered in groups.	en_US
dc.relation.ispartof	Research in Developmental Disabilities	en_US
dc.relation.isbasedon	10.1016/j.ridd.2018.11.003	en_US
dc.subject.classification	Rehabilitation	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Comprehension	en_US
dc.subject.mesh	Socialization	en_US
dc.subject.mesh	Education	en_US
dc.subject.mesh	Schools	en_US
dc.subject.mesh	Reading	en_US
dc.subject.mesh	Internet	en_US
dc.subject.mesh	Child	en_US
dc.subject.mesh	Child, Preschool	en_US
dc.subject.mesh	Male	en_US
dc.subject.mesh	Social Skills	en_US
dc.subject.mesh	Autism Spectrum Disorder	en_US
dc.subject.mesh	Literacy	en_US
dc.title	Efficacy of ABRACADABRA literacy instruction in a school setting for children with autism spectrum disorders	en_US
dc.type	Journal Article
utslib.citation.volume	85	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1701 Psychology	en_US
utslib.for	1117 Public Health and Health Services	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
utslib.copyright.status	closed_access
pubs.declined	2019-08-09T14:02:09.948+1000
pubs.publication-status	Published	en_US
pubs.volume	85	en_US

Abstract:

© 2018 Background: There is evidence indicating that instruction using ABRACADABRA (ABRA) – a free web application designed to promote literacy development – may benefit children with autism spectrum disorders (ASD) when administered on an individualized basis in children's homes. Aims: Here, we investigated the efficacy of ABRA instruction administered in small groups of children with ASD within a school setting. Methods and procedures: Children were aged 5.83–8.42 years (n = 23). Some children were assigned to an instruction group and received a minimum of 20 h of ABRA instruction over 9 weeks (n = 11). The other children comprised an age- and ability-matched control group (n = 12) and received business as usual literacy instruction. Outcome measures included word-level accuracy, passage-level accuracy, and passage-level comprehension, all assessed using standardized tests that were independent of ABRA. Outcomes and results: ANOVAs comparing pre- versus post-instruction raw scores showed statistically significant improvements in word- and passage-level reading accuracy for the instruction group relative to the control group, with large effect sizes. Gains in reading comprehension for the instruction group were not statistically significant and, in a posthoc correlational analysis, appeared to be related to children's socialisation skills (r =.62). Conclusions and implications: Literacy instruction using ABRA is associated with improvement in reading accuracy for children with ASD when administered in small groups within a school setting. Children with ASD may require additional supports to make gains in reading comprehension when literacy instruction using ABRA is delivered in groups.

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http://hdl.handle.net/10453/135214