Abstract:

Students diagnosed with autism may experience difficulties in learning to read due to cognitive challenges. Many of them can recognize letters, read syllables, but they can’t learn to read because of having difficulty in combining syllables. Effective methods and individualized applications are needed. Therefore, the purpose of this study is to investigate the effect of the teaching method on learning word reading in students with autism of adding clues to the stimulus and fading them. In this context, a total of 25 words, including 5 words from 3 different categories, were studied during the study process. Multiple-baseline across behaviors design from single subject research designs, was used. A 10-year-old girl with autism who couldn't read participated in the study. In the study, the demographic information form prepared by the researchers and checklists were used as a data collection tool. The dependent variable is reading words, independent variable is the teaching method of adding clues to the stimulus and fading them. In The data were analyzed and interpreted with line graphics. It was determined that the method was effective in teaching word reading to students with autism, the student could generalize the skill across materials, the effect persisted even after the instruction. Therefore, it can be concluded that the method affected learning word reading positively in the student with autism. For future study, it is recommended to conduct studies in which a larger number of words are used with a larger number of students with autism, in addition, studies with different types of disabilities.

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