Use of Technology to Support Independent Spelling by Students with Autism
By Blischak, Doreen M., PhD; Schlosser, Ralf W., PhD; Topics in Language Disorders, Vol. 23, No. 4, pp. 293-304Publication Date: October/December 2003
Article’s purpose is to discuss evidence regarding the role of speech-generating devices (SGDs) and talking word processing software in supporting independent spelling in children with autism. The LightWRITER, an SGD with a QWERTY keyboard and DECtalk synthetic speech was used in a study involving the use of three different feedback conditions during spelling instruction with a ten-year-old boy with autism and minimal functional speech. A copy-cover-compare method, which involves showing flash cards with printed words, was employed in the study. The spelling words were pronounced and hand spelled by the experimenter, who then asked the respondent to copy the word by typing on the LightWRITER. After the respondent had spelled the word, the flash card was removed and he was asked to spell the word from memory. Then, the respondent was asked to check his work against the flash card for errors. Videotape analysis revealed that the respondent produced the hand spelling for each letter as he entered it on the LightWRITER, which led to the conclusion that he used finger spelling to assist him in recognizing what letters to spell.
Assistive Products Discussed: LIGHTWRITER (MODEL SL35/C)
Published by: Lippincott, Williams, & Wilkins (Website:http://www.lww.com)
This publication is included in the library of the National Rehabilitation Information Center (NARIC), accession number J46568
