Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Narrative Writing Skills to Students with Autism

Abstract

Despite the importance of written expression to the lives of individuals with autism spectrum disorders (ASD), there is limited research on teaching writing skills to this population. In the current study, we used a multiple probe across behaviors design to evaluate the effects of simultaneous prompting (SP) and computerassisted instruction (CAI) on the story writing responses of five males with autism, 6 to 10 years of age. The data indicated that SP and CAI were effective in improving the story writing skills of all five participants. In addition, all participants increased non-targeted reading skills, the use of novel response forms, and demonstrated at least partial maintenance and generalization of story writing skills.