The Effects Of Combining Direct Instruction And Precision Teaching To Teach Phonological Awareness Skills To Children With ASD In Inclusion Classroom

Abstract

Evidencing the effectiveness of combining direct instruction and precision teaching for children with autism are rare and has been recently evolving. The aim was to investigate  effects of combining direct instruction and precision teaching to teach phonological awareness skills to children with ASD in inclusion classroom. It is assumed that combining direct instruction and precision teaching will improve phonological awareness skills of children with ASD. The participants of the study were three male children diagnosed with autism attending a primary school for inclusion. Multiple-probe design with probe conditions across subjects was used in the study to test the effectiveness of combining direct instruction and precision teaching on phonological awareness skills to children with ASD in inclusion classroom. All three participants were found to be successful at the end of the teaching session, compared to the baseline. In other words, there is a positive difference between the data obtained in the first and last teaching sessions for each child.