Abstract
This paper reports on the effect of using an interactive and child-initiated microcomputer program (Alpha) when teaching three groups of children (N=30) reading and communications skills: (a) 11 children with autism (Mchronological age, CA=9∶4 years), (b) 9 children with mixed handicaps (MCA= 13∶1), and (c) 10 normal preschool children (MCA=6∶4 years). Their mental age varied from 5∶8 years to 6∶9 years and all children received computer instruction supplementary to their regular reading and writing activities. Tests of reading and phonological development were carried out at the onset of the training (Start), at the end (Post 1), and at a follow-up evaluation (Post 2). In addition, video observations of the childrens' verbal and nonverbal communication were added at Start and Post 1. The children with autism increased both their word reading and their phonological awareness through the use of the Alpha program. Clearly significant gains were observed during the intervention, but none during the follow-up period. A similar but weaker pattern is observed for the children with mixed handicaps. In contrast, the normal preschool children increased their scores regardless of the program. Analyses of the children's classroom behavior indicate that the intervention succeeded in stimulating verbal expressions among the children with autism and mixed handicap. A significant increase in enjoyment was also noted for the children with autism. It is concluded that the intervention with a motivating multimedia program might stimulate reading and communication in children with various developmental disabilities, but that such interventions must be individually based and include both detailed planning and monitoring from teachers, and parents, as well as from clinicians in charge.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
American Psychiatric Association. (1987).Diagnostic and statistical manual of mental disorders (3rd ed., rev.). Washington, DC: Author.
Bates, E. (1979).The emergence of symbols: Cognition and communication in infancy. New York: Academic Press.
Bernard-Optiz, V., Ross, K., & Tuttas, M. L. (1990). Computer assisted instruction for autistic children.Annals Academy of Medicine, 19, 611–616.
Baldrey, S. (1991). Microcomputer applications for people with learning difficulties. In xxx. Ager (Ed.),Microcomputers and clinical psychology (pp. 138–154). New York: Wiley.
Cohen, J. (1960). A coefficient of agreement for nominal scales.Educational and Psychological Measurement, 20, 37–46.
Colby, K. M. (1973). The rationale for computer-based treatment of language difficulties in nonspeaking autistic children.Journal of Autism and Childhood Schizophrenia, 3, 254–260.
Coldwell, R. A. (1991a, September). Intellectually handicapped children: Development of hieroglyphic symbols.Australian Educational Computing, pp. 10–12.
Coldwell, R. A. (1991b, September).Computers in use with autistic children; Some case studies (pp. 94–100). Proceedings of the Ninth Australian Computers in Education Conference at Bond University, Brisbane, Australia.
Douglas, J. (1991). Clinical applications of microcomputers with children. In R. Ager (Ed.),Microcomputers and clinical psychology (pp. 119–137). New York: Wiley.
Green, S., & Clark, A. (1991). The microcomputer support for language through learning.Communication, 25(3), 12–14.
Hagtvet, B., & Lillestølen, R. (1984).Reynells språktest. Oslo: Universitetsforlaget.
Hasselbring, T. S. (1984). Computer-based assessment of special needs students. In R. E. Bennett & C. A. Maher (Eds.),Microcomputers and exceptional children (pp. 7–19). New York: Haworth.
Heimann, M., Nelson, K. E., Gillberg, C., and Kärnevik, M. (1993a). Facilitating language skills through interactive micro-computer instruction: Observations on seven children with autism.Scandinavian Journal of Logopedics and Phoniatrics, 18, 3–8.
Heimann, M., Nelson, K. E., Tjus, T., & Gillberg, C. (1993b). The impact of an interactive micro-computer instructional system on language learning for children with autism and multiple handicaps [Summary].Proceedings of the 2nd European Conference on the Advancement of Rehabilitation Technology (p. 26.3). Stockholm, Sweden: The Swedish Handicap Institute.
Howlin, P. (1989). Changing approaches to communication training with autistic children.British Journal of Disorders of Communication, 24, 151–168.
Howlin, P., & Rutter, M. (1987).Treatment of autistic children. Chichester, U.K.: Wiley.
Iacono, T. A. (1992). Individual language learning styles and augmentative and alternative communication.Augmentative and Alternative Communication, 8, 33–40.
Jordan, R., & Powell, S. (1990a). Teaching autistic children to think more effectively.Communication, 24 (March), 20–23.
Jordan, R., & Powell, S. (1990b). Improving thinking in autistic children using computer presented activities.Communication, 24 (March), 23–25.
Light, J. (1988). Interaction involving individuals using augmentative and alternative communication systems: State of the art and future directions.Augmentative and Alternative Communication, 4, 66–82.
McTear, M. F., & Conti-Ramsden, G. (1992).Pragmatic disability in children. San Diego, CA: Singular.
Nelson, K. E. (1977). Facilitating children's syntax acquisition.Developmental Psychology, 13, 101–107.
Nelson, K. E. (1991). On differentiated language learning models and differentiated interventions. In N. Krasnegor, D. Rumbaugh, & R. Schiefelbusch (Eds.),Language acquisition: Biological and behavioral determinants (pp. 399–428). Hillsdale, NJ: Erlbaum.
Nelson, K. E., Baker, N. D., Denninger, M., Bonvillian, J. D., & Kaplan, B. J. (1985).Cookie versus do-it-again: Imitative-referential and personal-social-syntactic-initiating languages styles in young children.Linguistics, 23, 43–454.
Nelson, K. E., Loncke, F., & Camarata, S. (1993). Implications of research on deaf and hearing children's language learning. In M. Marschark & D. Clark (Eds.),Psychological perspectives on deafness. Hillsdale, NJ: Erlbaum.
Nelson, K. E., & Prinz, P. M. (1991).Alpha interactive language series/Gator super sentences [Computer software]. Warriors Mark, PA: Super Impact Images.
Nelson, K. E., Prinz, P. M., Prinz, E. A., & Dalke, D. (1991). Processes for text and language acquisition in the context of microcomputer-videodisc instruction for deaf and multihandicapped deaf children. In D. S. Martin (Ed.),Advances in cognition, education, and deafness (pp. 162–169). Washington, DC: Gaullaudet University Press.
Panyan, M. V. (1984). Computer technology for autistic children.Journal of Autism and Developmental Disorders, 14, 375–382.
Prinz, P. M., & Nelson, K. E. (1985). “Alligator eats cookie”: Acquisition of writing and reading skills by deaf children using the microcomputer.Applied Psycholinguistics, 6, 283–306.
Prinz, P. M., Pemberton, E., & Nelson, K. E. (1985). The ALPHA interactive microcomputer system for teaching reading, writing, and communication skills to hearing-impaired children.American Annals of the Deaf, 130, 444–461.
Raven, J. C., Court, J. H., & Raven, J. (1984).Coloured progressive matrices: 1984 ed., London: Lewis & Co.
Reynell, J. (1977).Reynell Developmental Language Scales (revised). London: National Foundation for Educational Research.
Romanczyk, R. G., Ekdahl, M., & Lockshin, S. B. (1992). Perspectives on research in autism: Current trends and future directions. In D. E. Berkell (Ed.),Autism: Identification, education, and treatment (pp. 21–51). Hillsdale, NJ: Erlbaum.
Romski, M. A., & Sevcik, R. A. (1989). An analysis of visual-graphic symbol meanings for two nonspeaking adults with severe mental retardation.Augmentative and Alternative Communication, 5, 109–114.
Schopler, E., & Mesibov, G. B. (Eds.). (1985).Communication problems in autism. New York: Plenum Press.
Schopler, E., Reichler, R. J., & Renner, B. (1988).The Childhood Autism Rating Scale. Los Angeles, CA: Western Psychological Services.
Semmel, M. I., Cosden, M. A., Semmel, D. S., & Kelemen, E. (1984). Training special education personnel for effective use of microcomputer technology: Critical needs and directions. In R. E. Bennett & C. A. Maher (Eds.),Microcomputers and exceptional children (pp. 63–82). New York: Haworth.
Taube, K., Tornéus, M., & Lundberg, I. (1984).Läsning och skrivning: Handledning för kartläggning och utveckling. Stockholm: Psykologiförlaget. [in Swedish]
Tornéus, M., Taube, K., & Lundberg, I. (1984).Fonologisk medvetenhet. Handledning för kartläggning och utveckling. Stockholm: Psykologiförlaget. [in Swedish]
Underwood, J. D. M., & Underwood, G. (1990).Computers and learning. Oxford, U.K.: Basil Blackwell.
Author information
Authors and Affiliations
Additional information
This research was supported by a grant from the Swedish Council of Social Research, Stockholm (Grant 90/0090) and two supplementary grants from the First of May Flower Annual Campaign for Children's Health, Göteborg, and from the Bräcke Östergård Foundation, Göteborg, to Mikael Heimann. Portions of this paper have been presented at the second European Conference on the Advancement of Rehabilitation Technology, Stockholm, Sweden, May 1993. We gratefully acknowledge the assistance of Mats Lundälv, Margareta Kärnevik, Eva Lundälv, Lisbeth B. Lindahl, and Jan Olsson in conducting this study. Special thanks are also due to all the participating children, their families, and their school teachers.
Rights and permissions
About this article
Cite this article
Heimann, M., Nelson, K.E., Tjus, T. et al. Increasing reading and communication skills in children with autism through an interactive multimedia computer program. J Autism Dev Disord 25, 459–480 (1995). https://doi.org/10.1007/BF02178294
Issue Date:
DOI: https://doi.org/10.1007/BF02178294