Use of a fixed array appears more effective than gradually introducing distractors when teaching sound–letter correspondence to two children with autism

Abstract

Abstracted from: Johnston, S. S., Buchanan, S., & Davenport, L. (2009). Comparison of fixed and gradual array when teaching sound–letter correspondence to two children with autism who use AAC. Augmentative and Alternative Communication, 25, 136–144.

Source of funding and disclosure of interest: No funding sources reported; no conflicts of interest by the authors of the original study reported.

Acknowledgments

Declaration of interest: The commentary author reports no conflicts of interest and is solely responsible for the content of this structured abstract.

Notes

Abstracted from: Johnston, S. S., Buchanan, S., & Davenport, L. (2009). Comparison of fixed and gradual array when teaching sound–letter correspondence to two children with autism who use AAC. Augmentative and Alternative Communication, 25, 136–144.

Source of funding and disclosure of interest: No funding sources reported; no conflicts of interest by the authors of the original study reported.