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KMID : 0894920200200010081
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Journal of the Korean Association for Persons with Autism
2020 Volume.20 No. 1 p.81 ~ p.101
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The Effects of function-based teaching methods on accuracy of writing in Elementary School Students with Autism Spectrum Disorders
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Lim Mi-Sun
Lee Sung-Bong
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Abstract
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The purpose of this research was to examine effects of function-based teaching methods on writing accuracy of students with autism spectrum disorders. The participants in the research were three male students aged 9 to 10 with autism spectrum disorders. Data were collected in a multiple probe baseline across subjects design. Intervention was the writing function-based teaching method which based on the ability of writing to influence the behavior of the reader of writing, as they proceeded with the task of writing a picture, looking at the face and writing a statement. The students proceeded with writing on the presented task and were asked to redraw or recreate their faces by presenting to readers who did not know the presented paintings and the contents of the face. Afterwards, the student has identified problems in his writing and edited them himself to increase the accuracy of the content by comparing the elements presented with the results produced by the reader. During the intervention, all three students increased their writing accuracy for tasks, although there was a difference in the period of intervention for each student, the level of writing accuracy reached more than 80% in two consecutive periods. The results showed that the intervention procedure was effective in increasing the writing accuracy in students with autism spectrum disorders. The differences in the period of intervention were discussed in relation to the differences in the student's cognitive level and the reinforcement contingency.
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KEYWORD
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verbal behavior, motivating operation, establish operation, function of writing, function-based writing instruction
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