THE DIFFERENTIAL EFFECTS OF DIRECT INSTRUCTION FLASHCARDS ON SIGHT-WORD IDENTIFICATION FOR TWO PRESCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS

The purpose of this study was to determine the effectiveness of DI flashcards on sight-word identification for two students with Autism Spectrum Disorder (ASD) in a special education preschool program. A multiple baseline across word sets and participants; with a variation in the ratio of mastered to unknown sight-words was implemented. When a participant appeared has difficulty, an edible reward was added to increase his performance. This use of an additional contingency was somewhat effective. The results for the second participant indicated that the DI flashcards system was effective in increasing acquisition, accuracy, fluency, and retention of previously un mastered sight-words. Data collection was e practical to implement and was easily incorporated into the classroom setting. Suggestions for future research and applications of reading racetracks and DI flashcards were outlined.